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UNIVERSITY  OF  CALIFORNIA,  SAN  DIEGO 


3  1822  00160  6938 


THE   UNIVERSITY   LIBRARY 
W^VfRSITY   OF   CALIFORNIA,   SAN 
LA  JOLLA,  CALIFORNIA 


THE  MENTALITY  OF  THE  CRIMINAL  WOMAN 


1El>itraltnttal  j^anrl^ologg  fiotiograyl|H 

ti»itel>  by  (Suy  Manttaat  Mljtpplr 
No.  14 


The   Mentality  of  the  Criminal  Woman 

A  Comparative  Study  of  the  Criminal  Woman,  The  Working  Girl, 

and  The  Efficient  Working  Woman  in  a  Series  of 

Mental  and  Physical  Tests 


BY 

Jean  Weidensall,  Ph.D. 

Formerly  Director  of  the  Department  of  Psychology,  Laboratory  of  Social 
Hygiene,  Bedford  Hills,  New  York 


BALTIMORE,  U.  S.  A. 

WARWICK  &  YORK,  Inc. 
1916 


Copyright,  1916, 
By  Warwick  &  York,  Inc. 


EDITOR'S  PREFACE 

The  earlier  criminologists,  led  by  Lombroso,  developed  the  idea 
of  a  criminal  type.  The  ''born  criminal"  was  supposed  to  be 
characterized  by  a  typical  and  unmistakable  physiognomy,  and 
much  was  said  and  written  of  the  criminal  nose,  the  criminal  ear, 
and  the  like.  The  later  developments  of  criminology  showed 
that  Lombroso  and  his  followers  had  been  carried  away  by  the 
enthusiasm  of  the  pioneer  and  had  fallen  victims  to  the  fallacies 
of  hasty  generalization.  In  recent  years  the  analysis  of  crimi- 
nality has  been  directed,  and  rightly,  more  definitely  upon  the 
mental  traits  of  the  criminal ;  it  has  become  evident  that  the  mind 
is  more  significant  than  the  face,  that  the  composition  of  motives 
underlying  conduct  is  more  significant  than  the  contour  of  the 
mouth,  that  the  presence  of  feeble-mindedness  is  more  significant 
than  the  presence  of  feeble  bodily  constitution.  It  is  but  natural, 
then,  that  the  rapid  development  of  mental  tests  should  include 
their  application  to  criminals  of  various  types  with  the  idea  of 
discovering  empirically  in  what  ways  their  responses  to  these 
tests  might  differ  characteristically  from  the  responses  of  normal, 
law-abiding  citizens. 

In  the  present  monograph  Dr.  Jean  Weidensall  publishes  the 
results  of  an  extensive  investigation  in  which  the  responses  of  a 
group  of  women  at  the  Bedford  Hills,  New  York,  Reformatory 
are  compared,  step  by  step,  with  the  responses  to  the  same  mental 
tests  previously  gathered  by  Dr.  Helen  T.  WooUey  and  Mrs. 
Charlotte  R.  Fischer  in  the  Bureau  of  Vocational  Guidance  con- 
nected with  the  public  schools  in  Cincinnati,  Ohio. 

The  results  are  of  prime  importance  both  to  workers  with  men- 
tal tests  and  to  practical  penologists  who  seek  to  individualize 
punishment  in  such  a  manner  as  to  meet  the  needs  of  the  offender 
as  well  as  the  needs  of  the  offense.  G.  M.  W. 


AUTHOR'S  PREFACE 

The  preface  to  this  monograph  can  only  begin  with  grateful 
acknowledgment  to  Dr.  Helen  Thompson  Woolley,  Director 
of  the  Bureau  of  Vocational  Guidance  of  Cincinnati,  whose  most 
generous  cooperation  made  possible  the  use  of  her  tests  and  data 
at  the  Laboratory  of  Social  Hygiene  before  they  had  appeared 
in  published  form.  The  extent  of  our  indebtness  to  Dr.  Woolley 
the  pages  of  the  volume  itself  make  explicit,  I  would  also  ex- 
press my  appreciation  to  Charlotte  Rust  Fischer,  for  her  kind- 
ness in  giving  us  the  method  of  administering  and  scoring  the 
Woolley  tests.  My  sincere  thanks  are  extended  to  Mary  Au- 
gusta Clark  for  drawing  the  curves  of  the  third  chapter  and  for 
the  larger  part  of  the  numerical  work  entailed  by  the  tables 
therein.  I  wish  to  make  special  acknowledgment  to  my  mother, 
without  whose  constant  aid,  in  the  compilation  of  tables  and  in 
other  ways  less  easy  to  set  down  in  words,  this  book  could  not 
have  been  written.  Especially  am  I  indebted  to  Dr.  Katharine 
Bement  Davis  for  the  history  of  the  Laboratory,  as  it  follows, 
from  its  inception  to  the  present.  J.  W. 

September,  1916. 


INTRODUCTION 

In  publishing  the  first  of  a  series  of  studies  made  at  the  Labora- 
tory of  Social  Hygiene,  it  may  not  be  amiss  to  present  as  a 
preface  a  brief  account  of  the  history  and  purpose  of  the  Labora- 
tory. 

The  New  York  State  Reformatory  for  Women  at  Bedford 
Hills  opened  in  May,  190L  It  was  established  by  law  to  care 
for  women  between  the  ages  of  sixteen  and  thirty  convicted  of 
felonies,  misdemeanors,  or  petty  offenses.  These  women  are 
sentenced  on  an  indeterminate  sentence  with  a  maximum  of 
three  years.  The  law  distinctly  prescribes  that  persons  com- 
mitted for  felonies  shall  be  first  offenders.  While  no  such  pro- 
vision is  made  for  other  classes  of  offenses,  the  Reformatory  was 
distinctly  intended  to  take  care  of  young  women  offenders  who 
were  of  a  reformable  type  and  for  whom  the  state  could  afford  to 
expend  the  necessary  amount  for  education  and  industrial  train- 
ing, in  the  hope  of  their  becoming  useful  women. 

It  very  soon  became  apparent,  however,  that  the  problem 
with  which  we  had  to  deal  was  not  a  simple  one.  A  great  vari- 
ety of  types  presented  themselves.  With  the  imperfect  records 
at  the  disposition  of  the  various  courts,  many  women  were  old 
offenders.  It  w^as  very  soon  evident  that  many  were  incapable 
of  profiting  by  much  book  schooling;  and  on  the  industrial  side 
could  be  trained  only  in  the  simplest  sorts  of  unskilled  operations. 
The  group,  however,  which  was  most  perplexing  was  that  of 
young  women  who  in  many  instances  could  readily  pass  through 
the  public  school  grades  but  who  had  no  self-control.  These 
young  women  reacted  to  stimuli  of  various  sorts  in  an  abnormal 
manner.  Often  with  good  intentions  and  capable  of  responding 
to  kind  treatment  so  far  as  desire  went,  they  lacked  any  sta- 
bility or  power  of  continuous  effort.  This  group  formed  the 
disciplinary  problem  not  only  of  the  State  Reformatory  but  of 
every  other  similar  institution.  As  years  went  on,  as  superin- 
tendent I  began  to  realize  that  much  of  the  precious  three  years 
was  being  wasted  in  learning  by  experience  to  differentiate 
among  these  different  types,  to  classify  them,  and  to  determine 
upon  the  special  training  needed  in  individual  cases,  so  that  not 
enough  was  left  to  accomplish  anything  like  a  re-education. 


X  THE  MENTALITY  OF  THE  CRIMINAL  WOMAN 

Moreover,  the  three  years  at  our  disposal  includes  the  parole 
period.  It  follows  that  the  longer  a  woman  is  retained  in  the 
institution  the  shorter  the  time  she  will  have  on  parole;  while  it 
is  true  that  the  woman  who  needs  the  most  training  in  the  insti- 
tution needs  the  longest  outside  supervision,  if  she  is  to  make 
good.  Much  time  and  thought  were  given  to  experimenting 
and  to  thinking  over  this  combined  problem  of  time-saving  and 
of  adaptation  of  treatment  to  need. 

In  the  summer  of  1909,  Miss  Jane  Day,  one  of  the  staff  of  the 
New  York  Public  Education  Association,  spent  the  summer  at 
Bedford  Hills.  She  was  given  access  to  a  group  of  eight  or  ten 
of  the  most  difficult  girls  in  the  institution,  who,  for  the  most 
part,  were  in  constant  disciplinary  difficulty.  Miss  Day  had 
come  to  the  Reformatory  in  the  interest  of  the  special  classes  in 
the  New  York  Pubhc  Schools.  She  wished  to  study  the  results 
in  young  women  who  had  not  had  such  training  as  the  special 
classes  attempt  to  give.  She  was  given  free  hand  in  her  experi- 
ments with  this  special  type  of  young  women,  and  in  the  con- 
stant consultations  and  discussions  with  her  over  the  problems 
presented  by  these  selected  individuals  came  a  crystallization  of 
much  of  that  over  which  I  had  been  pondering.  One  of  the  im- 
mediate results  was  an  invitation  for  the  summer  of  1910  to  Dr. 
Eleanor  Rowland,  at  that  time  a  psychologist  at  Mt.  Holyoke  Col- 
lege, to  spend  the  summer  in  making  psychological  tests  as  to 
the  mentality  of  a  selected  group  of  young  women.  Dr.  Row- 
land devoted  six  weeks  to  the  study  of  thirty-six  girls.  The  re- 
sults of  this  study  are  printed  elsewhere  [see  the  Tenth  Annual 
Report  of  the  New  York  State  Reformatory  for  Women].  The 
outcome  of  the  summer's  study  to  my  mind  indicated  the  possi- 
bifity  of  using  psychological  tests  to  determine  in  a  general  way 
the  group  to  which  a  young  woman  belonged  so  far  at  least  as  her 
mentality  was  concerned. 

In  the  fall  of  1910,  application  was  made  to  the  New  York 
Foundation  for  a  grant  sufficient  to  enable  us  to  employ  a  trained 
psychologist  on  the  Reformatory  staff.  The  appropriation  was 
made,  and  Dr.  Weidensall  was  appointed.  The  appropriation 
was  continued  for  two  years.  At  the  same  time,  the  Eugenics 
Record  Office  at  Cold  Spring  Harbor  furnished  us  with  one  field 
worker  and  the  New  York  School  of  Philanthropy  assigned  us 
one  of  its  scholarship  students  for  the  same  purpose.     Thus  the 


INTRODUCTION  XI 

psychological  and  the  field  work  were  well  under  way  on  a  tem- 
porary basis  before  the  establishment  of  the  I^aboratory  of  Social 
Hygiene  and  furnished  the  nucleus  for  its  more  permanent  work. 

Meanwhile,  in  the  early  spring  of  1910,  before  the  visit  of  Dr. 
Rowland,  a  group  of  gentlemen  were  entertained  at  the  Reforma- 
tory by  Mr.  James  Wood,  President  of  the  Board  of  Managers, 
and  myself.  This  group  included  Mr.  Lawrence  Veiller,  and 
others  of  the  Committee  on  Criminal  Courts  of  the  Charity  Or- 
ganization Society,  who  brought  with  them  seven  or  eight  of  the 
City  Magistrates  including  Chief  Magistrate  McAdoo.  In  an 
after-luncheon  conversation,  where  the  subject  of  discussion  was 
the  difficulty  which  confronts  magistrates  in  determining  the 
disposition  of  young  women  who  are  brought  into  court  and  es- 
pecially into  the  Night  Court,  I  made  the  suggestion  that  I  be- 
lieved the  day  would  come  when  all  cases  convicted  in  the  courts 
would  be  studied  by  experts  before  sentence  was  passed  as  a 
guide  to  the  determination  of  the  proper  place  of  commitment. 
I  was  asked  by  a  member  of  the  Committee  on  Criminal  Courts 
to  put  the  suggestions  which  I  had  made  into  writing.  This  I 
did  immediately  and  a  pamphlet  entitled  "A  Rational  Treat- 
ment of  Women  Convicted  in  the  Courts  of  New  York  City" 
was  printed  for  private  circulation  by  that  Committee. 

One  of  these  pamphlets  reached  Mr.  John  D.  Rockefeller,  Jr. 
The  previous  winter  Mr.  Rockefeller  had  been  chairman  of  a 
Grand  Jury  which  investigated  vice  conditions  in  New  York  Cit3^ 
The  pamphlet  interested  Mr.  Rockefeller  suflSciently  to  cause 
him  to  arrange  a  meeting  to  discuss  the  plan  proposed.  The  Lab- 
oratory of  Social  Hygiene  is  the  outcome  of  the  discussions  with 
Mr.  Rockefeller  and  others.  Mr.  Rockefeller  had  already  con- 
ceived the  plan  which  developed  into  the  Bureau  of  Social  Hy- 
giene. This  Bureau,  as  is  told  elsewhere  [Introduction  to  Com- 
mercialized Prostitution  in  New  York  City.  Kneeland,  Geo.  J. 
The  Century  Company],  was  organized  primarily  to  study  the 
whole  question  of  prostitution,  its  causes,  its  extent,  its  control, 
and  possibly  its  remedies.  The  Laboratory  of  Social  Hygiene 
was  established  as  one  of  the  activities  of  the  Bureau.  While 
committed  for  all  offenses  from  manslaughter  down,  the  women 
at  the  State  Reformatory  with  the  exception  of  a  very  few  have 
led  lives  of  sexual  irregularity  while  a  very  high  per  cent,  ac- 
tually have  been  engaged  in  a  life  of  prostitution  [Chapter  VIII, 


XU  THE  MENTALITY  OF  THE  CRIMINAL  WOMAN 

Commercialized  Prostitution  in  New  York].  Thus  a  careful 
study  of  these  women  would  afford  data  on  causes,  individual 
and  general,  which  lead  to  prostitution.  Moreover,  since  the 
Reformatory  has  jurisdiction  over  these  women  for  three  years, 
there  was  opportunity  rarely  present  in  clinical  studies  for  the 
"follow-up"  of  original  diagnoses. 

A  plan  was  worked  out  with  the  approval  of  the  State  authori- 
ties, including  the  Attorney  General,  the  Fiscal  Supervisor,  and 
the  President  of  the  State  Board  of  Charities,  which  arranged  for 
an  affiliation  between  the  State  Reformatory  and  the  Laboratory 
of  Social  Hygiene.  A  tract  of  land  adjoining  the  New  York 
State  Reformatory  was  purchased  by  Mr.  Rockefeller.  On  it 
was  erected  a  building  capable  of  accommodating  fifty  inmates 
and  a  staff  of  eleven  persons.  This  building,  known  as  Elizabeth 
Fry  Hall,  receives  every  woman  committed  to  the  State  Reform- 
atory. Its  maintenance  is  provided  by  the  Board  of  Managers 
of  the  Reformatory  and  the  young  women  are  at  all  times  in  the 
jurisdiction  of  officers  appointed  and  paid  for  by  the  State.  A 
laboratory  building  was  similarly  erected  and  the  residence  upon 
the  property  remodeled  for  the  use  of  the  scientific  staff.  By 
the  terms  of  the  agreement  between  the  Laboratory  of  Social 
Hygiene  and  the  State  Reformatory  the  latter  has  the  use  of  the 
Elizabeth  Fry  Hall  and  the  services  of  the  scientific  staff  in  re- 
turn for  the  privilege  accorded  the  former  of  studying,  through 
the  staff  of  experts  which  it  employs,  the  women  committed  to 
the  Reformatory.  The  agreement  was  to  cover  a  term  of  five 
years  and  went  into  effect  September  1,  1912. 

Dr.  Weidensall  was  psychologist  until  October  1914.  This 
volume  presents  some  of  the  results  of  her  careful  and  able  work. 
Following  Dr.  Weidensall's  resignation  Dr.  Mabel  R.  Fernald 
was  appointed  psychologist.  The  Laboratory,  which  is  now 
under  the  direction  of  Dr.  Fernald,  maintains  three  departments 
at  the  present  time: 

7.     Department  of  Sociology. 

This  department  is  in  charge  of  a  trained  sociologist.  Field 
workers  make  a  very  thorough  investigation  into  the  social  his- 
tory of  each  woman  committed,  including  her  heredity,  her  envir- 
onment, her  industrial  and  school  record,  her  previous  institu- 
tional record,  if  any,  and  in  short,  of  all  matters  which  concern 


INTRODUCTION  Xlll 

her  relation  to  the  various  social  groups  in  which  she  has  been 
placed. 

II.  Department  of  Psychology. 

This  department  for  several  years  has  been  making  a  series 
of  studies  as  to  the  mental  capacity  of  the  3'oung  women,  but 
perhaps  its  most  important  function  up  to  date  has  been  its  test- 
ing of  tests.     The  results  will  appear  as  rapidly  as  is  practicable. 

III.  Department  of  Psychiatry. 

The  psychopathic  work  was  for  a  year  and  a  half  in  charge 
of  Dr.  Alberta  S.  Guibord.     Her  studies  are  to  be  published. 

Feeling  the  need  of  more  completely  controUing  the  conditions 
under  which  the  psj'chopathic  work  was  done,  a  special  cottage 
for  the  study  of  psychopathic  cases  has  been  built,  and  from  the 
1st  of  August,  1916,  the  psychopathic  work  is  to  be  directed  by 
Dr.  Edith  R.  Spaulding,  formerly  of  the  Massachusetts  State 
Reformatory  for  Women.  In  this  hospital  we  plan  not  only  to 
study  scientifically  the  psychopathic  cases  but  to  experiment  with 
methods  of  treatment.  The  routine  life  of  the  cottage  is  to  be  in 
charge  of  Dr.  Cornelia  Shorer.  The  young  women  while  in  this 
cottage  will  be  in  the  legal  custody  of  a  matron  appointed  by  the 
State  Reformatory  for  Women,  and  the  maintenance  of  the  pa- 
tients will  also  be  supplied  by  the  Reformatory;  all  other  ex- 
penses being  met  by  the  Laboratory.  All  initial  physical  exami- 
nations are  made  at  entrance  by  the  resident  physician  of  the 
Reformatory,  Dr.  Margaret  S.  Halleck,  in  quarters  provided  for 
the  purpose  at  Elizabeth  Fry  Hall.  The  proper  blood  tests  for 
both  syphilis  and  gonorrhea  were  made  in  cooperation,  at  first, 
with  the  Board  of  Health  of  New  York  City,  but  lately  with  the 
State  Board  of  Health. 

The  purposes  of  the  Laboratory  have  been  three-fold: 

First:  To  work  out  a  methodology  which  may  be  appUed  in 
the  future  in  a  clearing-house  through  which  all  cases,  or  at 
least  all  cases  which  admit  of  a  doubt,  maj^  pass  with  a  view  to 
determining  their  rational  treatment.  The  working  out  of  this 
methodology  includes  a  testing  of  tests.  Dr.  Weidensall  in  this 
monograph  presents  our  first  publication  of  experiments  along 
these  lines.  At  the  present  time  there  is  very  great  need  of 
standardizing  psychological  tests  and  of  evaluating  them  among 
the  groups  of  persons  working  in  various  parts  of  the  country. 


XIV  THE  MENTALITY  OF  THE  CRIMINAL  WOMAN 

Toward  this  end,  also,  Dr.  Weidensall  has  more  recently  given 
the  tests  reported  in  this  book,  to  a  group  of  law-abiding  sales- 
women, factory  operatives  (cigarette  factory  and  bookbinding), 
waitresses  and  hotel  chambermaids  of  New  York  City. 

Second:  It  has  been  also  our  hope  to  make  a  practical  use  of 
the  results  of  our  studies  in  determining  more  early  in  their  career 
the  special  needs  of  each  individual  committed  to  the  Reforma- 
tory with  a  view  to  classification  and  treatment. 

Third:  The  whole  study  will  in  the  course  of  time  furnish  a 
large  body  of  data  as  accurate  as  is  obtainable  under  conditions 
imposed,  which  will  bear  on  the  causes  of  prostitution  and  de- 
linquency among  women,  and  possibly  point  a  way  to,  or  em- 
phasize, the  need  of  special  social  reforms. 

Recognizing  that  the  study  of  the  Bedford  group  includes  only 
such  women  as  in  the  judgment  of  the  Courts  are  proper  sub- 
jects for  the  Reformatory,  the  Bureau  of  Social  Hygiene  has 
made  it  possible  beginning  August  1st,  1916,  to  extend  the  study 
to  include  the  various  groups  of  delinquent  women  who  are  con- 
victed in  the  courts  of  New  York  City.  This  study  will  include 
a  group  of  consecutive  admissions  to  the  Auburn  State  Prison, 
to  the  New  York  Penitentiary  and  the  Workhouse,  to  the  Mag- 
dalen Home  as  representing  a  private  institution  which  receives 
delinquent  women  (possibly  individuals  in  other  private  insti- 
tutions will  be  studied  as  well),  and  finally  to  the  group  of  young 
women  put  on  probation  by  our  courts.  Therefore,  this  study 
includes  all  groups  of  women  who  pass  through  the  courts,  and 
will  furnish  a  basis  of  comparison  as  to  difference  in  character- 
istics of  the  women  who  make  up  the  several  groups.  It  is 
hoped  that  it  may  throw  some  light  on  the  problem  of  a  possibly 
better  correlation  between  the  institutions  which  deal  with  de- 
hnquent  women.  Such  a  correlation  should  also  include  the 
possibility  of  commitment  to  a  custodial  institution  for  defective 
dehnquent  women.  It  is  needless  to  say  that  it  is  already  pos- 
sible to  commit  a  person  who  is  manifestly  insane  to  the  proper 
institution.  Owing  to  lack  of  provision  at  the  present  time, 
this  is  not  true  of  the  feeble-minded  delinquent  woman,  whose 
proper  care  presents  one  of  the  most  serious  problems  with  which 
we  have  to  deal. 

Katharine  Bement  Davis. 

New  York  City.     September,  1916. 


TABLE  OF  CONTENTS 


INTRODUCTION 

By  Katharine  Bement  Davis 

CHAPTER  I 

Page 

Problem  and  Selection  of  Tests 1 

CHAPTER  II 

Tests,  General  Methods,  Classification  of  Groups  under  Comparison,  and 

Original  Records 18 

CHAPTER  III.     Experimental  Data  and  Results 

Section    1. — Height,  in  Cm.     Standing  and  Sitting 54 

Section    2. — Weight,  in  Kg 58 

Section    3. — Strength  of  Grip.     Right  and  Left  Hand 61 

Section    4. — Steadiness  of  Hand 66 

Section    5. — Rapidity  of  Movement.     Tapping  Test 70 

Section    6. — Card  Sorting 81 

Section    7. — Cancellation  Test 87 

Section    8. — 'Memory  Span  and  Per  Cent,  of  Seven,  Eight,  and  Nine 

Nvmibers  Recalled 96 

Section    9.— Substitution  Test 107 

Section  10. — Completion  of  Sentences 127 

Section  11. — Association  by  Opposites 142 

CHAPTER  IV.     Tests  Continued 

Section    1. — -Facility  and  Character  of  Handwriting 159 

Section    2. — 'Rapidity  and  Character  of  Reading 166 

Section    3. — Directions  Tests 173 

Section    4.— Ability  to  Tell  Time 201 

Section    5. — -Tests  of  the  Juvenile  Psychopathic  Institute  of  Chicago 

1.  Cross  Lme  Test  A  and  B  and  the  Code 202 

2.  Construction  Tests  A  and  B 214 

Section    6. — Formation  of  New  Motor  Habits.     Tracing  Star  in  Mirror.  222 

CHAPTER  V 

Social,  Industrial  and  Physical  Records 228 

CHAPTER  VI 

Summary  and  Conclusion 250 

Appendix 288 


INDEX  TO  TABLES 

Table  Page 
1. — 'Height,  in  Cm.,  Percentiles,  Quartile  Variation  and  Limiting  Scores    54 
2. — The  Distribution  of  the  Height  of  88  Reformatory  Subjects  with  Re- 
spect to  the  various  Percentile  Groups  under  which  they  come  in 
Smedley's  Tables  of  Normal  Indi\  iduals  of  Corresponding  Ages .  .     57 
3. — Weight,  in  Kg.,  Percentiles,  Quartile  Variation  and  Limiting  Scores     58 
4. — The  Distribution  of  the  Weight  of  88  Reformatory  Subjects  with  Re- 
spect to  the  Various  Percentile  Groujjs  under  which  they  come  in 
Smedley's  Tables  of  Normal  Individuals  of  Corresponding  Ages.  .     61 
5. — Strength  of  Grip,  in  Kg. — -Right  Hand.     Percentiles,  Quartile  Varia- 
tion and  Limiting  Scores 62 

6. — Strength  of  Grip,  in  Kg. — Left  Hand.  Percentiles,  Quartile  Varia- 
tion and  Limiting  Scores 64 

7. — The  Distribution  of  the  Strength  of  Grip  of  88  Reformatory  Sub- 
jects with  Respect  to  the  'S'arious  Percentile  Groups  under  which 
they  come  in  Smedley's  Tables  of  Normal  Individuals  of  Corres- 
ponding Age 65 

8. — Steadiness  of  the  Right  Hand.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 69 

9. — Tapping.  Niunber  of  Taps  in  30  Seconds — Right  Hand.  Percen- 
tiles, Quartile  Variations  and  Limiting  Scores 71 

10. — Tapping.  Nmnber  of  Taps  in  60  Seconds — Right  Hand.  Percen- 
tiles, Quartile  Variations  and  Limiting  Scores 71 

11. — -Tapping.  Nmnber  of  Taps  in  30  Seconds — -Left  Hand.  Percen- 
tiles, Quartile  Variations  and  Limiting  Scores 72 

12. — Tapping.  Number  of  Taps  in  60  Seconds— Left  Hand.  Percen- 
tiles, Quartile  Variations  and  Limiting  Scores 72 

13. — Absolute  Differences  Between  the  Percentile  Records  in  Tapping 
of  the  Bedford  88,  Grade  Groups  and  Below-Grade  Group  and 
the  Percentiles  of  the  Cincinnati  15-year-old  Working  Girls 75 

14. — Tapping.     Index  of  Fatigue — Right  Hand.     Percentiles,  Quartile 

Variation  and  Limiting  Scores 78 

15. — Tapping.     Index    of    Fatigue — Left    Hand.     Percentiles,    Quartile 

Variation  and  Limiting  Scores 79 

16. —  Index  of  Card  Sorting  in  Seconds.     Percentiles,  Quartile  Variation 

and  Limiting  Scores 85 

17. — Cancellation  "A"  and  "M"  Test.  Accuracy.  Percentiles,  Quar- 
tile Variation  and  Limiting  Scores 89 

18.— Cancellation  "A"  and  "M"  Test.     Index.     Percentiles,  Quartile 

Variation  and  Limiting  Scores 91 

19.—  Nmnber  Cancellation.  Average  Time,  Mean  Variation  and  Limits 
for  Cancellation  of  Nmnber  1  by  College  Women  and  Reforma- 
tory Subjects 95 

20. — Average  Time,  Mean  Variation  and  Limits  in  Cancellation  of  Num- 
ber 1  for  Reformatory  Grade  Groups 95 

21. — Memory  Span.     Percentiles,  Quartile  Variation  and  Limiting  Scores     98 

xvii 


XVlll  THE  MENTALITY  OF  THE  CRIMINAL  WOMAN 

22. — Memory  for  7-Place  Numbers.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 99 

23. — Memory  for  8-Place  Nxmibers.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 100 

24. — Memory  for  9-Place  Numbers.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 101 

25. — Differences  Between  the  Per  Cent,  of  Eight  and  Nine  Digits  Recalled 
by  the  Refoi-matory  Subjects  as  compared  with  the  Per  Cent.  Re- 

caUed  by  C.15 107 

26. — Substitution  Page  1.     Accuracy  in  Per  Cents.     Percentiles,  Quartile 

Variation  and  Limiting  Scores 118 

27. — Substitution  Page  2.     Accuracy  in  Per  Cents.,  Percentiles,  Quartile 

Variation  and  Limiting  Scores 119 

28. — Substitution  Page  3.     Accuracy  in  Per  Cents.,  Percentiles,  Quartile 

Variation  and  Limiting  Scores 120 

29. — Substitution  Page  4.     Accuracy  in  Per  Cents.,  Percentiles,  Quartile 

Variation  and  Limiting  Scores 121 

30. — Substitution  Page  1.     Index.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 122 

31. — Substitution  Page  2.     Index.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 123 

32. — Substitution  Page  3.     Index.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 124 

33. — Substitution  Page  4.     Index.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 125 

34. — 'Differences  in  Substitution  Scores 126 

35. — Woodworth  and  Wells'  Substitution  Test.     Average,  Average  Devi- 
ation and  Range  in  Time-Scores  of  University  Students,  and 

Three  Cottage  Groups  of  Reformatory  Subjects 127 

36. — Sentences.     Niunber  Correct  out  of  Thirteen.     Percentiles,  Quartile 

Variation  and  Limiting  Scores 131 

37. — Sentences.     Niunber  of  Ideas.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 135 

38. — Sentences.     Index  of  Ideas.     Percentiles,  Quartile  Variation  and 

Limiting  Scores 138 

39. — Sentences.     Number  with  an  Association  Time  of  2  Seconds  or  Less. 

Percentiles,  Quartile  Variation  and  Limiting  Scores 140 

40. — Opposites  Test.     Number  of  Words  which  the  Experimenter  Pro- 
nounced, Spelled  or  Wrote 145 

41. — Per  Cent,  of  Failures  to  Ten  Verbal  Opposites  Among  198  Reforma- 
tory Subjects 147 

42. — Credits  Given  to  Different  Responses  in  Opposites  Test 148 

43. — Association  by  Opposites.     Accm-acy  in  Per  Cents.     Percentiles, 

Quartile  Variation  and  Limiting  Scores 149 

44. — Rank  of  20  Easy  Opposites  in  Order  of  Difficulty  for  Bedford  88  and 

College  Maids 155 

45. — Niunber  and  Per  Cent,  of  Wrong  Responses  to  20  Easy  Opposites 

Among  the  Several  Reformatory  Groups 156 


INDEX   TO    TABLES  XIX 

46.— Distribution  of  the  Binet  200  and  the  Bedford  SS  and  Sub-Groups 

with  Respect  to  the  Ligibihty  of  their  Handwriting  as  measured 

by  the  Ayres'  Scale.  .  . 162 

47. — Percentiles  of  the  Hand\\Titing  of  the  Binet  200,  the  Bedford  88  and 

Sub-Groups  and  College  Maids 162 

48. — The  Distribution  of  the  Various  Mental  Ages  of  the  Binet  200  with 

Respect  to  the  Legibihty  of  their  HandwTiting 163 

49. — Distribution  of  Bedford  88  and  Sub-Groups,  and  College  Maids  with 

Respect  to  the  Quahty  of  their  Handwriting  as  Measured  by  the 

Thorndike  Scale 165 

50. — Distribution  of  Binet  200,  Bedford  88  and  Sub-Groups  with  Respect 

to  Time  Required  to  Read  Standard  Passage 168 

51. — 'Percentiles  for  Reading  of  Binet  200,  Bedford  88  and  Sub-Groups 

and  College  Maids 169 

52. — Estimated  Reading  Ability  of  Bedford  88  and  Sub-Groups 172 

53. — The  Distribution  of  the  Various  Mental  Ages  of  the  Binet  200  with 

Respect  to  Time  in  Reading 172 

54. — Percentiles  in  Easy-Directions  Test  for  College  Maids.     Total  122, 

Bedford  88-60  and  Colored  Group.     Showing  Accuracy  in  Per 

Cent.,  Time  and  Index  in  Seconds 180 

55. — Easy-Directions  Test.     Average  and  Distribution  of  Time  Scores  in 

Seconds 181 

56. — Rank  in  Order  of  Difficulty  of  the  Twenty  Easy  Directions,  and  the 

Number  and  Per  Cent,  of  the  Total  122  of  the  College  Maids  and 

of  the  Colored  Group  who  Fail  in  Each 185 

57. — Easy-Directions  Test,  Distribution  of  Time  Scores  for  College  Maids, 

Total   122,  Lab.  Group,  Bedford  88-60  and  Sub-Groups,   and 

Colored  Group 188 

58. — Distribution  of  Index  Scores  of  College  Maids,  Bedford  88-60  and 

Sub-Groups,  and  Colored  Group  in  Easy-Directions  Test 189 

59. — Distribution  of  Accuracy  Scores  for  College  Maids,  Total  122,  Lab, 

Group,   Bedford  88-60  and  Sub-Groups,   and  for  the  Colored 

Group  in  Easy-Directions  Test 190 

60. — The  Number  of  Responses  to  Each  of  the  Hard-Directions  which  are 

All  Wrong  and  the  Number  which  are  only  Partly  Wrong 200 

61.— Abihty  to  TeU  Time 201 

62.— Number  and  Per  Cent,  of  Bedford  88-43,  Binet  185  and  16  Normal 

College  Girls  who  Solve  and  who  Fail  to  Solve  Cross  Line  Test  A  211 
63. —  Binet  Age  Correlated  with  Number  of  Trials  and  Time  in  Seconds 

Required  for  Solution  of  Cross  Line  Test  A 211 

64.— Number  and  Per  Cent,  of  Bedford  88-43,  Binet  182,  and  17  Normal 

College  Girls  who  Solve  and  who  Fail  to  Solve  Cross  Line  Test  B  212 
65. — Binet  Age  Correlated  with  Number  of  Trials  and  Time  in  Seconds 

Required  for  Solution  of  Cross  Line  Test  B 212 

66. — Binet  Age  Correlated  with  Number  of  Trials  and  Time  in  Seconds 

Required  for  Solution  of  the  Code 213 

67. — Construction  Test  A.     Average  Number  and  Average  Deviation  of 

Additional  Moves,  Impossible  Moves,  and  Repetition  of  Impos- 


XX  THE  MENTALITY  OF  THE  CRIMINAL  WOMAN 

sible  Moves  made  by  Each  Quarter  of  the  Bedford  88,  Arranged 

in  the  Order  of  Time  Consumed  in  Completing  the  Test 217 

68. — Construction  Test  B.     The  Total  Number  of  Additional  Moves   (In 

eluding  Imi)ossible  Errors  and  Repetition  of  Impossible  Errors)  221 
69. — Percentiles  for  the  Various  Groups  in  Time  Consumed  in  Perform- 
ing Construction  Test  B 221 

70. — Tracing  Star  in  Mirror.     Percentiles,  Averages  and  Range  of  Time 

Scores  in  Seconds,  Errors  and  Precision 223 

71. — Scores  in  the  Star  Test  for  Three  Groups  of  Bedford  Refonnatory 

Women 224 

72.— Correlations  for  5th  Star.     Tracing  Star  in  Mirror 227 

73. — 'Age  at  Leaving  School;  Alleged  Reason  for  Leavmg;  Age  when  first 
went  to  work;  Number  of  Jobs  Held  diu-ing  the  First  Three  Years; 
Total  Number  of  Weeks  of  Work  Record;  Average  Wage  per 
Week;  Amount  of  Wage  Given  to  Parent;  The  Reason  for  Leav- 

'  ing  Each  Job 228 

74. — Age  at  Reception;  Offense  for  which  Committed;  Previous  Criminal 

Institution  Records;  Previous  Non-Criminal  Institution  Records  228 
75. — Father's  Occupation;   Mother's  Occupation;   Inmate's   Age   when 
Father  or  Mother  died;  Inmate's  Age  when  Father  or  Mother 

Remarried;  Number  of  Brothers  and  Sisters 228 

76. — Nationality;  Number  of  Years  in  America;  Married  or  Single;  Num- 
ber of  Legitimate  and  Illegitimate  Children;  Religion 229 

77. — Distribution  Among  School  Grades 230 

78.— Age  at  which  the  Bedford  88  and  the  College  Maids  Left  School. .  .   231 

79. — Standard  Group.     Work  Records 237 

80.— Work  Record.     Bedford  88 238 

81. — Nvmiber  Positions  Held  First  Year — Standard  Group 239 

82. — Number  Industries  Entered  First  Year — -Standard  Group 239 

83. — Weekly  Wage  Earned  First  Year — Standard  Group 240 

84. — Previous  Court  Histories 243 

85. — Legitimate  and  Illegitimate  Cliildi-en,  Pregnancies  and  Miscarriages 

of  One  Hundred  Cases  Studied 243 

86. — Distribution  of  Offenses  for  Which  Committed 244 

87. — Age  of  Those  Committed  for  Various  Offenses 245 

88. — Blood  Tests  for  Syphihs  and  Gonori-hoea 247 

89.— The  Distribution  of  Age  by  Grade 252 

90. — The  Distribution  of  the  Height,  Standing  and  Sitting,  of  the  Weight, 
of  the  Strength  of  Grip  of  the  Right  and  Left  Hands  of  206  Re- 
formatorj^  Women  with  Respect  to  the  Various  Percentile  Groups 
imder  which  they  come  in  Smedley's  Tables  of  Noi-mal  Indi- 
viduals of  Corresponding  Age 254 

91. — Memory  Span — Binet  Series 261 

92. — 'Number  and  Per  Cent,  of  Bedford  88  Whose  Scores  are  At  or  Above 

the  ^'arious  Standard  Percentiles 270 

93. — Per  Cent,  of  Subject  Above  C.15  Median  in  Given  Nimiber  of  the 

Ten  Tests 274 

94. — The  Number  and  Per  Cent,  of  the  Bedford  88  who  are  above  the 

Standard  Median  Score  in  a  Specified  Number  of  Tests 277 


THE  MENTALITY  OF  THE  CRIMINAL  WOMAN 


CHAPTER  I. 
Problem  and  Selection  of  Tests. 

This  investigation  is  the  outgrowth  of  an  earHer  one  begun 
in  the  summer  of  1911  under  a  grant  from  the  New  York  Founda- 
tion. In  its  present  form  it  has  been  carried  on  as  one  of  the 
chief  issues  of  the  Laboratory  of  Social  Hygiene.  This  laboratory 
w^as  established  by  the  Bureau  of  Social  Hygiene  in  1912,  in  affilia- 
tion with  the  New  York  State  Reformatory  for  Women,  for  the 
study  of  the  mental,  physical  and  social  history  and  condition 
of  the  criminal  woman. 

The  original  experiments  were  focused  upon  the  possibility 
of  securing  a  body  of  mental  tests  that  could  be  applied  after  a 
woman's  conviction  and  preceding  her  sentence  and  that  would 
prove  prophetic  of  her  reformability.  Dr.  Katharine  Bement 
Davis  was  at  that  time  Superintendent  of  the  Reformatory,  and 
the  problem  grew  out  of  her  conviction  that  women  proved 
guilty  of  crime  might  be  more  wisely  sentenced  than  was  possible 
under  existing  conditions.  Altogether,  it  seemed  that  the  devise 
of  some  method  for  making  an  early  and  reasonably  certain 
estimate  of  the  criminal  woman's  reformability  was  as  vital  an 
issue  as  was  presenting  itself  to  those  who  were  dealing  with  her, 
to  the  judge  who  convicts  and  must  sentence,  to  the  Reformatory 
staff  whose  task  is  to  fit  her  in  approximately  eighteen  or  twenty 
months  for  future  law-abiding  behavior,  to  the  State  taxed  to 


2  THE    MENTALITY    OF    THE    CEIMINAL   WOMAN 

make  the  best  and  least  costly  adjustment  between  her  needs  and 
the  welfare  of  society. 

It  is  inevitable  that  an  institution  whose  function  is  the  refor- 
mation of  its  charges  must  be  more  expensively  equipped  than  one 
whose  function  is  merely  to  support  and  protect  from  themselves 
a  group  of  feeble-minded  or  entirely  unfit  individuals.  This 
being  the  case,  it  is  short-sighted  and  uneconomical  to  sentence 
to  a  Reformatory  individuals  who  at  best  go  through  but  the 
external  form  of  industrial  training,  which,  though  its  cost  is  as 
large  per  capita  as  though  they  could  profit  by  it,  is  almost  lost 
upon  them  so  far  as  their  ultimate  ability  to  adapt  themselves 
to  social  conditions  at  large  is  concerned  or  their  capacity  to 
make  use  of  their  training. 

Once  established,  such  a  basis  for  diagnosis  would  supplement 
and  facilitate  the  work  of  the  court  probation  officers.  It  would 
enable  the  judge  better  to  deal  with  these  women  in  terms  of 
their  actual  ability  to  be  reformed,  instead  of,  as  at  present,  so 
largely  in  terms  of  their  crime  and  of  the  passing  impression 
different  ones  of  them  make  upon  him  as  he  sits  upon  the  case, 
often  in  a  crowded  session.  It  would  minimize  the  more  obvious 
and  extreme  instances  of  inadvisable  sentences  of  the  present 
system  under  which  a  high  percentage  of  insane,  feeble-minded 
and  those  physically  too  seriously  handicapped  to  profit  by  its 
training  are  committed  to  the  Reformatory,  and  usurp  the  places, 
meantime,  of  others  more  capable  of  direction  and  possible  refor- 
mation. It  would  tend  to  prevent  the  sentence  to  the  reforma- 
tory of  those  types  whose  presence  makes  its  discipline  unneces- 
sarily rigid  and  complicated,  who  absorb  a  disproportionate 
amount  of  the  time  and  efforts  of  the  teachers,  matrons  and 
parole  agents  and  without  whom  more  freedom  and  opportunity 
for  self-government,  more  responsibility,  could  be  given  to 
those  possessed  of  sufficient  insight  to  build  up  a  new  system  of 
better  formed  convictions  of  right  and  wrong  conduct.  It  must 
not  be  imagined  that  it  would  lead  to  the  exclusion  of  all  those 
who  are  the  troublesome  ones,  the  disintegrating  members  of  an 
institution,  for  not  infrequently  it  is  this  type  who  themselves 
are  most  worth  the  ministrations  of  the  Reformatory,  simply 
because  their  misconduct  is  precisely  the  result  of  their  lack  of 
discipline  and  self-control.     On  the  other  hand,  the  capacity  to 


PROBLEM   AND    SELECTION    OF   TESTS  3 

absorb  training  and  to  attain  equilibrium  and  self-control  is 
indispensable  and  the  tests  would  be  a  device  for  the  recognition 
of  this  sine  qua  non  for  reformatory  training. 

The  determination  of  such  a  body  of  tests  was,  of  course,  an 
uncertain  undertaking.  In  the  first  place,  applied  psychology 
is  in  its  infancy,  except  in  certain  of  its  educational  phases.  In 
the  second  place,  no  one  seemed  altogether  sure  of  what  con- 
stituted reformation,  and  there  seemed  to  be  even  less  certainty 
as  to  what  Avould  constitute  the  exact  circumstances  under  which 
one  might  be  justified  in  predicting  that  a  woman  was  reformed 
in  any  final  sense.  Were  we  to  secure  tests  that  might  prove 
her  capable  of  temporary  reformation  under  parole  conditions, 
or  must  they  indicate  capacity  for  more  permanent  reformation? 
Here  we  set  for  ourselves  the  following  arbitrary  standard:  if 
an  individual  has  the  capacity  to  learn  a  trade,  to  be  industrially 
self-supporting,  and  is  intelligent  and  stable  enough  to  adapt 
herself  to  ordinary  social  and  industrial  conditions,  she  is  worthy 
the  chance  of  reformation.  Whether  a  body  of  tests  were  dis- 
coverable that  would  establish  the  possession  of  these  virtues 
was  in  itself  problematical. 

There  were  two  ways  to  go  about  the  possible  isolation  of  the 
reformable  individual.  One  might  first  eliminate  those  who  were 
obviously  unfit  and  then  endeavor  to  draw  finer  individual  dis- 
tinctions among  those  who  were  left  as  to  their  varying  needs 
and  possibilities  of  development.  From  such  a  point  of  departure 
one  might  accept  the  popular  assumption  that  the  feeble-minded 
need  permanent  custodial  care,  and  seek  for  some  method, 
such  as  the  Binet  tests,  to  eliminate  them.  Or,  one  might  ap- 
proach the  problem  from  the  other  side  and  begin  first  to  de- 
termine norms  and  the  range  of  mental  ability  displayed  by  law- 
abiding  women  whose  schooling,  social  and  industrial  oppor- 
tunities were  akin  to  those  of  the  women  we  wished  to  under- 
stand. In  the  last  analysis,  without  such  norms  for  the  law- 
abiding  woman's  mentality,  of  her  earning  capacity,  of  the 
amount  and  kind  of  training  she  has  had,  together  with  some 
data  respecting  the  character  of  her  home  conditions,  we  should 
not  be  in  a  position  to  assume  with  any  assurance  on  the  basis 
of  any  tests  whatsoever  how  far  a  given  individual  who  had 
not  been  law-abiding  varies  from,  and  may  be  expected  to  ap- 
proximate to,  normal  conditions  and  prove  reformable. 


4  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

varies  from,  and  may  be  expected  to  approximate  to,  normal 
conditions  and  prove  reformable. 

With  the  first  grant  from  the  New  York  Foundation,  in  so 
far  as  we  knew,  there  was  but  one  year  in  which  to  prove  that 
such  a  group  of  tests  was  not  an  impossibihty.  The  issue  was 
important  and  the  time  too  brief  to  consume  it  in  untried  tests. 
If  there  were  any  reasonably  good  ones  that  had  already  b6en 
used  and  had  to  some  extent  proved  successful,  it  behooved  us 
to  incorporate  them.  Our  one  conviction  was  that  to  be  most 
useful  as  a  means  of  practical  diagnosis  the  tests  ought  to  in- 
volve a  minimum  of  apparatus,  time  and  laboratory  technique. 

Unfortunately,  at  that  time  almost  nothing  had  been  published 
with  respect  to  the  mentality  of  the  criminal  woman  or  the 
normal  working  woman,  and  more  especially''  with  respect  to 
mental  tests  as  applied  to  either  of  them.  Only  the  Binet  tests 
were  available  and  they  were  in  a  preliminary  stage  of  standard- 
ization and  had  not  been  very  extensively  applied  to  the  crim- 
inal woman.  It  did  not  seem  likely  that  as  they  stood  they  would 
prove  useful  for  purposes  of  close  individual  diagnosis  for  mature 
women,  yet  it  was  impossible  to  overlook  them,  because  so  much 
was  being  claimed  for  their  reliability  for  the  isolation  of  the  fee- 
ble-minded. None  of  the  more  recent  criticism  had  then  been 
published  and  there  was  much  in  the  method  to  make  it  seem 
worth  while  to  test  its  value  for  our  purposes  with  a  representa- 
tive series  of  women.  If  the  Binet  tests  proved  successful  only 
as  a  means  for  isolating  the  feeble-minded  from  those  who  were 
more  intelligent,  something  definite  at  least  could  be  attained 
within  the  year.  Accordingly  we  applied  these  tests  to  two 
hundred  successive  commitments,  as  they  came  to  the  Reforma- 
tory from  the  courts.  The  result  of  this  investigation  will  be 
published  elsewhere.  Suffice  it  to  say  that  only  one  subject 
succeeded  in  proving  herself  as  old  as  twelve  years  by  these 
tests.  It  follows  that,  unmodified,  they  were  inadequate  for 
our  purpose,  for  all  of  the  inmates  of  the  State  Reformatory  are 
not  less  than  twelve  years  old  mentally.  Among  those  who  failed 
to  pass  all  the  Binet  tests  was  one  who  was  an  expert  stenographer 
and  another  who  had  been  a  successful  teacher  in  the  Brooklyn 
public  schools  for  a  number  of  years.     Too,  not  a  few  were 


PROBLEM    AND    SELECTION    OF   TESTS  6 

sure  to  prove  reformable,  i.  e.,  become  law-abiding  for  a  period 
of  years  at  least,  unless  the  practical  experience  of  the  Insti- 
tution was  not  to  be  relied  upon.  We  realized  that  part  of  the 
difficulty  inherent  in  these  tests  was  due  to  the  scarcity  of  those 
beyond  the  ten  year  group;  chance  failures  in  the  eleven  and 
twelve  year  tests  could  not  be  compensated  for  by  possible  suc- 
cess in  others  of  equal  difficulty  had  they  been  available.  The 
thirteen  and  fifteen-year-old  tests  were  confessedly  only  ten- 
tative. Besides  this  they  proved  to  be  of  distinctly  unequal 
difficulty  and  quite  unsafe  for  purposes  of  diagnosis.  The 
scale  at  the  younger  ages  was  better.  The  chief  difficulty  was 
one  that  has  since  been  pointed  out  by  Stern  and  others — the 
scale  was  not  finely  enough  graded  to  isolate  significant  indi- 
vidual differences.  There  was  no  device  to  do  more  than  dis- 
cover that  an  individual  was,  or  was  not  nine  years  old  mentally. 
To  determine  that  she  was  an  energetic,  quick-minded  nine- 
year-old,  capable  of  further  development  under  fairer  conditions, 
or  that  she  was  a  dull,  slow,  clumsy  individual  of  nine  mental 
years  who  had  already  reached  about  the  limit  of  her  capacity 
to  develop,  was  for  the  most  part  outside  the  range  of  these 
tests.  It  was  not  at  all  improbable  that  the  Binet  tests  could 
be  modified  to  meet  such  conditions  as  ours.  It  seemed  to  the 
writer,  however,  as  the  result  of  a  number  of  preliminary  tests 
in  reaction  time,  rate  of  learning,  mental  alertness,  etc.,  which 
had  been  given  at  the  same  time,  that  more  useful  and  quicker  re- 
sults were  likely  to  be  reached  along  other  lines  of  investigation. 
The  Laboratory  of  Social  Hj^giene  had  meantime  been  estab- 
lished, which  assured  the  continuance  of  research  for  a  period 
of  five  years.  Under  these  circumstances  it  seemed  idle  to 
proceed  further  with  any  set  of  tests  until  norms  for  the  law- 
abiding  woman  had  been  established.  To  have  secured  these 
standards  for  ourselves  would  have  necessitated  an  immense 
amount  of  time  and  experimentation.  It  would  undoubtedly 
have  delayed  the  real  issue  by  a  number  of  years.  However, 
we  had  chosen  a  series  of  tests  and  had  succeeded  in  testing 
with  them  a  small  group  of  expert  college  maids,  when,  to  our 
good  fortune,  matters  were  greatly  expedited  by  the  discovery 
that  the  norms  and  the  data  we  so  much  needed  were  being  in 


6  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

large  part  formulated  by  the  Bureau  of  Vocational  Guidance. 
This  Bureau  is  connected  with  the  Working  Certificate  Office  in 
the  Child  Labor  Division  of  the  public  schools  in  Cincinnati 
and  is  under  the  direction  of  Dr.  Helen  Thompson  Woolley. 
They  have  furnished  a  timely  and  useful  series  of  standardized 
tests. 

The  application  of  these  tests  to  the  Reformatory  women 
constitutes  the  major  portion  of  this  monograph. 

The  norms  furnished  us  by  the  Vocational  Guidance  Bureau, 
in  so  far  as  they  are  already  available,  are  for  groups  younger 
than  ours.  This  is  really  an  advantage,  in  that  they  furnish 
standards  for  fourteen-  and  fifteen-year-old  working  girls — 
standards  that  are  quantitatively  graded  to  give  both  gross  and 
minute  individual  differences  of  ability  and  thus  make  it  possible 
to  determine  with  exactness  the  per  cent,  of  our  charges  that 
are  no  older  mentally  than  the  fourteen-  or  fifteen-year-old 
girl.  Inasmuch  as  Dr.  Woolley 's  subjects  at  the  age  of  fifteen, 
after  a  year  of  work,  tested  higher  in  almost  every  respect  than 
they  had  at  fourteen  years  of  age,  and  inasmuch  as  the  better 
ones  of  our  women  tested  very  little  better  and  sometimes  less  well 
than  the  fifteen-year-old  group  in  all  the  mental  tests  save  one, 
it  proved  really  fortunate  that  the  standard  group  was  not  older. 
We  have,  however,  given  certain  ones  of  these  tests  to  a  group 
of  eighteen  college  maids,  who  have  had  successful  working 
records  and  who  represent  the  better  type  of  servant  of  the  same 
age  as  the  women  who  constitute  the  Reformatory  group.  Work 
and  school  records  and  home  conditions  were  secured  for  this 
group  also.  There  has  not  been  time  to  test  a  larger  number; 
this  will  be  done  later,  but  it  seems  inadvisable  to  withhold  from 
publication  such  data  as  we  now  have  at  hand. 

To  quote  from  Dr.  Woolley,  the  Bureau  of  Vocational  Guidance 
has  for  its  ultimate  object  "the  comprehensive  study  of  the 
problem  of  child  labor  with  a  view  to  furnishing  scientific  demon- 
stration of  the  effect  of  child  labor  on  children  who  enter  indus- 
try early.  To  make  the  study  complete,  it  seemed  necessary 
to  include  the  following  phases:  the  educational  history  of  the 
children  investigated;  their  physical  development  on  going  to 
work  and  from  year  to  year  afterwards;  their  mental  develop- 


PROBLEM    AND    SELECTION    OF   TESTS  7 

ment  on  going  to  work  and  from  year  to  year  afterwards;  the 
industrial  history  of  each  individual;  the  home  environment  of 
each  individual;  the  general  industrial  conditions  in  children's 
occupations.  Facts  along  all  these  lines  have  been  recorded 
on  a  series  of  six  schedule  cards."  The  children  tested  were  a 
group  of  eight  hundred  of  the  boys  and  girls  who  came  to  the 
Working  Certificate  Office  first  during  the  year  1911-1912  to 
secure  working  papers.  The  law  required  that  they  be  at  least 
fourteen  years  of  age  and  that  they  should  have  completed  at 
least  the  5B  grade.  Three-quarters  of  all  who  so  presented 
themselves  were  fourteen  years  old  and  of  these  as  many  were 
tested  as  the  laboratory  force  could  handle.  They  were  tested 
as  they  came  in  serial  order  whenever  a  member  of  the  staff  was 
free  to  examine  another  of  them.  The  eight  hundred  tested 
were  distributed  fairly  evenly  with  respect  to  the  grade  they 
were  leaving,  about  one-quarter  having  finished  the  fifth,  sixth, 
seventh,  and  eighth  grades,  respectively.  The  original  scheme 
made  provision  that  each  of  these  children  should  be  followed 
for  a  series  of  five  years  of  industrial  history.  To  date  they  have 
been  re-tested  with  the  mental  and  physical  tests  for  each  of 
three  succeeding  j^ears,  and,  that  the  changes  in  their  mental 
and  physical  measurements — their  improvement,  lack  of  devel- 
ment,  or  deterioration,  as  the  case  might  be,  together  with  in- 
creasing or  decreasing  efficiency,  might  be  evaluated,  a  control 
group  of  children  of  the  same  age,  in  the  same  grades,  who  did 
not  leave  school,  have  likewise  been  tested  and  retested  each 
year. 

The  group  of  mental  and  physical  tests  selected  by  Dr.  Wool- 
ley  is  a  fortunate  one  for  our  purpose.  In  the  first  place  they 
are  thoroughly  representative;  better  still,  they  were  so  selected 
that  they  may  be  given  in  an  hour's  time  a  distinct  advantage 
if  they  are  to  be  used  in  a  clearing  house.  The  medical  and  home 
conditions  of  the  children  have  been  recorded  and  are  to  be 
tabulated  with  respect  to  norms  and  significant  group  differences. 
Most  important  of  all,  perhaps,  is  the  fact  that  the  working 
records,  the  number  and  kind  of  jobs  held  each  year,  the  wages 
and  the  increase  in  wages,  the  reasons  for  leaving  each  time  a 
job  was  abandoned,  the  disposal  of  wages,  the  reason  for  the 


8  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

girl's  going  to  work,  have  been  tabulated  and  interpreted  for  the 
first  years  of  working  history.  The  data  for  the  control  group 
— the  children  who  are  still  in  school — have  not  been  tabulated 
as  yet.  Most  of  the  first  two  year's  testing  for  the  working 
children  is  shortly  to  appear^  as  one  of  the  Monograph  Supple- 
ments to  the  Psychological  Review. 

For  comparison  in  this  study  we  have  used  only  the  records 
of  the  working  girls,  those  of  the  boys  have  been  disregarded. 

The  women  committed  to  the  Reformatory  belong  almost 
without  exception  to  the  industrial  class:  they  are  factory  opera- 
tives or  domestic  servants  for  the  most  part.  Most  of  them  left 
school  at  fourteen  or  very  nearly  fourteen  years  of  age  ''to  go  to 
work."  Thirty-nine  per  cent,  of  them  had  not  gone  further  in 
school  than  through  the  5A  grade;  sixty-one  per  cent,  had  com- 
pleted the  fifth,  sixth,  seventh  or  eighth  grades,  and  so  at  the 
beginning  of  their  industrial  career  were  presumably  at  about 
the  same  stage  of  mental  and  physical  development  as  the  work- 
ing children  examined  by  the  Bureau  of  Vocational  Guidance. 

A  parallel  investigation  of  these  two  groups, — the  working 
girl  during  her  first  five  years  of  working  history,  and  the  type 
of  working  girl  who  on  the  average  within  six  years  after  leaving 
school  has  become  an  inmate  of  a  State  Prison,  ought  to  prove 
valuable.  Whatever  correlation  may  be  proved  to  exist  between 
the  grade  completed,  the  home  and  physical  condition,  the 
amount  of  motor  skill  and  mental  ability  of  those  girls  who 
prove  most  reliable  and  successful  with  respect  to  their  working 
history  and  those  who  prove  unstable  and  unsuccessful,  may 
thus  be  finally  determined  and  standardized.  The  Bureau  of 
Vocational  Guidance  has  put  its  records  and  tables  at  our  service. 
For  the  reader's  convenience  we  have  printed  Dr.  Woolley's 
account  of  the  method  and  the  critique  of  her  tests  practically 
in  full  in  the  following  pages  as  ''Standard  Method.'^  We  have 
given  these  tests  with  such  modifications  as  are  indicated  in  the 
descriptions  of  them  to  one  hundred  commitments  as  they  came 


^Since  this  was  ■written,  the  study  to  which  reference  is  made  throughout 
the  present  monograph  has  been  published.  See  Helen  Thompson  Woolley 
and  Charlotte  Rust  Fischer,  Mental  and  Phj-sical  Measurements  of  Work- 
ing Children.     Psych.  Mon.  18:  1914,  No.  77.     Pp.  247. 


PROBLEM   AND    SELECTION    OF    TESTS  9 

to  US  consecutively,  omitting  only  the  colored  women  and  the 
few  who  were  discharged  on  writ  or  were  too  ill  at  the  time  of 
entrance  to  be  given  the  tests. 

To  repeat,  the  advantages  of  using  the  norms  of  the  Vocational 
Bureau  as  a  basis  for  comparison  are  that  they  represent  the 
record  of  the  working  girl  at  the  beginning  and  during  the  first 
years  of  her  industrial  life,  that  the  mental  tests  at  fourteen  and 
fifteen  years  seem  to  correlate  fairly  well  with  school  grade,  a 
familiar  and  available  standard,  that  the  same  group  in  the  near 
future  will  be  checked  with  respect  to  mental  records,  home  con- 
ditions, physical  equipment,  working  record,  wage  earnings  and 
law-abiding  record  for  a  period  of  five  years,  furnishing  norms 
from  fourteen  through  eighteen  years  of  age;  finally,  that,  if 
at  the  end  of  all  or  any  of  these  years'  investigation  there  proves 
to  be  a  correlation  between  certain  norms  in  the  tests  and  given 
degrees  of  industrial  efficiency  or  with  law-abiding  or  non-social 
history,  there  will  be  furnished  standards  in  terms  of  tests  which 
can  be  carried  through  in  so  short  a  time  as  to  make  them  entirely 
practical  of  administration  in  a  clearing  house. 

The  chief  merit  of  these  tests,  beyond  the  fact  that  they  estab- 
lish norms  for  the  fourteen-  and  fifteen-year-old  girl  in  a  fair 
range  of  tests  and  thus  supplement  the  Binet  tests  at  a  crucial 
point,  lies  in  the  method  of  scoring.  The  tests  and  methods 
are  such  as  to  admit  of  the  measurement  of  small  individual  dif- 
ferences and  to  furnish  a  sliding  scale  representing  the  varying 
degrees  of  mental  capacity  or  motor  skill  characteristic  of  the 
groups  in  question.  As  Dr.  Woolley  points  out,  for  young  chil- 
dren, who  tend  to  differ  more  or  less  radically  from  year  to  year 
and  who  on  the  average  cannot  do  a  given  task  at  one  age  and 
can  a  year  later,  the  Binet  method  of  treating  a  response  as 
either  right  or  wrong  is  feasible.  For  adults,  on  the  other  hand, 
and  probably  for  children  as  young  as  eleven  and  twelve,  indi- 
vidual differences,  unless  the  subject  is  mentally  no  older  than 
nine  or  ten  years,  are  rather  those  of  degrees  of  accuracy  of  per- 
formance and  rate  of  accomplishment  than  of  absolute  ability 
or  failure  to  do  a  test.  A  definite  range  of  efficiency  can  be 
established  for  each  year  beyond  eleven  at  which  there  is  improve- 
ment, and  the  age  at  which  improvement  stops  will  mark  the 


10  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

range  of  ability  characteristic  of  the  adult  in  any  test  in  question. 
With  definite  percentile  records  characteristic  of  the  median,  75th 
and  25th  percentile  records  of  any  group,  it  is  possible  to  deter- 
mine whether  a  given  individual  on  examination  is  average,  above 
or  below  average,  in  the  best  or  poorest  quarter,  or  outside  the 
range  of  the  standard  group.  If  the  reference  group  includes 
the  entire  gamut  of  individual  scores,  the  subject's  exact  numer- 
ical position  may  even  be  determined;  that  is,  it  may  be  deter- 
mined whether  he  is  10th  or  50th  or  61st,  etc.  It  is  for  this 
reason  that  the  total  list  of  our  subjects'  scores  have  been  included 
in  this  manuscript.  They  constitute  a  scale  representative  of  an 
average  and  typical  hundred  criminal  women  who  have  been 
sentenced  to  a  Reformatory.  The  complete  list  of  the  Maids' 
records  is  also  given.  Other  tests  than  the  ones  herein  used 
should  be  standardized  in  the  same  way  with  normal  subjects 
and  their  relative  usefulness  thus  determined. 

At  the  present  writing,  the  Vocational  Guidance  Bureau  ha 
established  norms  for  the  fourteen-and  fifteen-year-old  groups 
only  in  the  mental  and  physical  tests  and  working  records.  From 
duplicate  record  cards  we  have  isolated  those  of  the  fourteen  and 
fifteen-year-old  working  girls  who  have  passed  only  the  fifth  and 
sixth  grades,  and  who  are  thus,  other  things  being  equal,  retarded 
when  judged  in  terms  of  their  school  standing.  For  this  group  of 
retarded  working  children,  which  constitutes  about  fifty  per  cent, 
of  the  total  number  of  children  leaving  the  schools  to  go  to  work, 
we  have  computed  norms.  From  a  chart  loaned  to  us  by  Dr. 
Woolley,  which  tabulated  the  total  number  of  jobs,  the  number 
and  kind  held  by  each  girl,  the  length  of  time  each  job  was  held, 
and  the  wages  received  in  each  for  the  first  year  of  working 
history,  we  have  made  two  tables  indicating  the  differences  in 
industrial  opportunity  and  record  for  these  who  had  completed 
the  fifth  and  those  who  had  completed  the  eighth  grade  respect- 
ively, i.  e.,  the  poorest  group  and  the  best  group  of  individuals  as 
rated  by  the  schools  and  by  the  tests.  From  record  cards  we  have 
quoted  a  number  of  descriptive  accounts  which  indicate  the 
differences  in  home  conditions  of  these  two  groups — the  fifth 
and  the  eighth  grades.  The  comparison  is  an  interesting  one 
and  suggestive  of  the  significance  of  such  data. 


PROBLEM    AND    SELECTION    OF   TESTS  11 

With  respect  to  school  records  where  the  actual  record  was 
not  obtainable,  it  was  possible  by  cross-examination  of  the  subject 
to  be  reasonably  certain  how  long  each  had  remained  in  school 
and  what  grade  she  had  completed.  A  majority  of  them  had 
fairly  definite  ideas  with  respect  to  their  reasons  for  leaving 
school.  They  seldom  liked  it.  They  are  greatly  exercised  for 
fear  they  may  have  to  go  to  school  in  the  Institution,  and  we 
find,  in  terms  of  those  records  which  we  have  verified,  that  they 
tend  to  set  too  low  the  grade  they  were  last  in  at  school,  in  order, 
presumably,  to  impress  us  with  the  futility  of  putting  them  in 
school  again. 

It  was  difficult  to  secure  accurate  data  with  respect  to  the 
work  records  of  the  women  under  our  care.  The  women  know 
that  parole  rests  in  large  part  upon  their  ability  to  work.  This 
leads  them  to  exaggerate.  Furthermore,  they  have  held  so  many 
of  their  jobs  for  so  short  a  time  and  have  taken  their  industrial 
experiences  with  so  little  seriousness  that  they  are  literally 
unable  to  tell  us  the  facts.  Here,  as  perhaps  nowhere  else,  one 
realizes  how  little  meaning  time  has  for  most  of  these  women. 
They  worked  "until  they  were  married," — and  how  long  ago 
was  that?  "About  three  years" — it  may  have  been  two  or  four. 
"I  began  to  work  after  my  baby  (illegitimate)  was  born."  When 
was  that?  "Well,  let  me  see;  I  am  twenty-one;  the  baby  was 
born  when  I  was  seventeen,  no  when  I  was  sixteen,  and  that 
makes  the  baby  four  years  old  now,  and  so  I  must  have  been 
working  about  four  years."  Or  "I  held  that  job  a  long  time." 
How  long?  "Three  or  four  months."  Or  "I  was  there  six 
months  or  a  year — I  don't  know."  The  inquirer  is  baffled  both 
by  their  heedlessness  and  by  their  inventions.  One  can  quiz 
them  incidentally  about  the  type  of  work  they  did  in  the  shop 
they  mention  and  assume  that,  if  they  can  describe  the  process 
with  some  degree  of  detail,  they  really  worked  there.  If  the 
number  of  years  they  report  having  worked  makes  them  older 
or  younger  than  they  are,  we  can  suggest  that  we  begin  over 
again  and  find  out  what  the  trouble  is,  but  they  will  simply 
claim  that  they  may  not  have  worked  quite  so  long  as  they 
thought  in  certain  of  the  jobs,  though  in  which  ones  they  cannot 
say.     Their  attitude  toward  work  has  been  one  of  indifference 


12  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

and  their  accounts  of  it  are  yet  more  so.  The  only  points  they 
report  with  any  promptness  and  certainty  are  their  reasons  for 
leaving  their  jobs.  Where  we  have  been  able  to  verify  the 
reasons  for  leaving,  we  have  found  that  many  times  when  they 
report  having  left  because  they  were  "tired  of  the  job,"  they  were 
really  "dismissed"  by  the  employer.  But  when  one  comes  to 
inquire  more  closely  into  the  reasons  for  the  dismissal,  their 
own  reason  is  as  true  to  the  facts  as  the  employer's,  for  the  occa- 
sion for  dismissal  often  reduces  to  carelessness  or  staying  out 
late  or  impudence  or  some  bit  of  irresponsibility  which  might 
well  be  the  result  of  weariness  with  the  place  or  at  least  of  an 
entire  lack  of  seriousness  with  regard  to  possible  dismissal. 

It  is  impossible  to  verify  all  of  these  records.  Those  women 
who  are  over  twentj^  often  have  not  worked  for  a  number  of 
years  or  have  worked  so  interruptedly  that  it  would  be  useless 
to  try  to  find  their  various  employers.  Their  occupations 
have  been  in  factories  and  stores  where  a  long  succession  of 
employees  have  come  and  gone,  unregistered  and  completely 
forgotten  by  the  employers.  It  is  only  by  following  a  group 
such  as  the  Cincinnati  working  children  during  its  first  years  of 
work  and  contrasting  the  work  records  of  those  who  do,  and  those 
who  do  not  become  law  breakers  that  we  can  hope  to  discover 
with  any  degree  of  exactness  the  sort  of  industrial  and  economic 
experiences  peculiar,  if  such  there  be,  to  the  criminal  woman. 
We  have  tabulated  the  records  which  we  have  obtained,  but 
claim  for  them  no  great  measure  of  accuracy  with  respect  to 
the  actual  number  of  weeks  worked,  or  number  of  jobs  held. 
Their  chief  significance  lies  in  the  dfficulty  of  obtaining  them  at 
all  and  in  the  attitude  of  the  subject  toward  work  that  is  indicated 
by  the  reasons  she  offers  for  leaving  the  jobs.  Into  the  account 
of  these  reasons  we  have  incorporated  enough  of  the  subject's 
story  to  indicate  clearly  how  different  even  at  the  ages  of  fourteen 
and  fifteen  many  of  their  records  are  from  those  of  the  standard 
group. 

That  portion  of  our  records  which  is  herein  published  is 
limited  largely  to  the  data  corresponding  to  that  which  the  Vo- 
cational Guidance  Bureau  has  found  it  possible  to  tabulate  thus 
far.     Without  their  standards  our  further  results  have  so  much 


PKOBLEM  AND  SELECTION  OF  TESTS  13 

less  value  that  we  feel  it  best  to  withhold  them  for  the  most 
part  until  such  time  as  the  standards  are  available. 

For  the  standard  group  there  are  norms  for  the  total  groups 
of  the  fourteen-  and  fifteen-year-old  girls  for  each  of  the  following 
tests : 

1.  Height. 

2.  Weight. 

3.  Strength  of  Grip,  Right  and  Left  Hand. 

4.  Rapidity  of  Movement  and  Indexes  of  Fatigue. 

5.  Steadiness  of  Hand. 

6.  Card  Sorting. 

7.  Cancellation  of  the  Letter  "a." 

8.  Memory  Span  and  the  Per  Cent,  of  Seven,  Eight,  and 

Nine  Digits  Remembered. 

9.  Substitution. 

10.  Completion  of  Sentences. 

11.  Association  by  Opposites. 

There  are  also  separate  curves  for  the  various  school  grades. 
Of  these  we  have  for  the  most  part  reproduced  only  the  extreme 
grades,  the  fifth  and  eighth.  In  Card  Sorting  and  Opposites, 
we  have  tabulated  all  the  grades  separately,  as  typical  of  the 
correlations  that  hold  between  grade  completed  and  score  in 
test  for  our  group  throughout  them  all  as  for  the  standard. 
There  are  separate  standard  curves  for  those  who  have  had  more 
than  half  of  their  schooling  in  parochial  or  in  pubHc  schools. 
This  distinction  we  have  not  made,  partly  because  the  total 
number  of  women  tested  was  not  large,  but  chiefly  because  only 
a  very  small  proportion  of  the  total  number  of  Catholic  girls 
have  been  trained  in  Catholic  schools. ^ 

With  but  few  exceptions  all  the  women  herein  tested  are  still 
in  the  Institution.  Until  they  have  been  paroled  and  discharged 
at  the  expiration  of  their  sentence,  it  will  be  possible  only  to 
surmise  the  relation  between  even  temporary  reformability 
and  those  who  test  best  or  poorest  by  any  one,  or  any  combina- 
tion of  these  tests.     In  the  last  analysis,  for  practical  purposes 


^This  must  not  be  taken  to  mean  that  the  per  cent,  of  the  total  number  of 
those  so  educated  who  are  convicted  of  crime  and  sentenced  to  a  reformatory, 
is  relatively  less  than  of  those  not  so  trained. 


14  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

within  the  Institution  at  least,  the  final  test  of  a  test  of  reforma- 
bility  is  that  it  isolates  some  one  quality  or  quantity  of  response 
in  a  given  record  or  series  of  records  that  is  characteristic  in  a 
high  percentage  of  cases  to  those  who  keep  their  parole.  On  the 
other  hand,  to  apply  success  on  parole  as  a  final  measure  of 
these  tests  is  somewhat  unfair  since  the  limitations  of  the  appro- 
priation to  our  state  institutions  make  possible  only  a  few  of 
the  most  simple  and  most  important  types  of  training.  It  is  a 
serious  limitation,  for  example,  to  have  but  one  teacher  for  cook- 
ing and  waitress  classes  in  an  institution  where  the  daily  popula- 
tion is  approximately  five  hundred,  of  whom  a  large  majority, 
when  placed  out  on  parole,  must  be  placed  as  housemaids. 
These  women,  like  ourselves,  are  much  more  likely  to  become 
dissatisfied  in  a  place  where  they  are  not  trained  to  do  the  work. 
Nearly  ten  per  cent,  require  and  merit  more  specialized  training 
than  the  institution  has  facility  for  giving.  Another  difficulty 
with  parole  conditions  as  a  measure  of  the  tests  is  that  of  finding 
the  right  job  for  each  individual.  If  we  are  to  judge  her  re- 
formability  by  her  conduct  on  parole,  she  should,  of  course,  be 
placed  where  she  will  be  fairly  well  treated,  where  she  is  able  to 
do  the  work,  where  she  will  not  be  too  lonely,  where  she  will  be 
in  a  neighborhood  that  will  not  subject  her  to  more  than  ordinary 
temptations.  Until  the  last  year  there  has  been  only  one,  and 
there  are  now  but  two  parole  officers  to  conduct  all  newly  paroled 
girls  to  their  positions,  to  bring  all  the  dissatisfied  ones  back,  to 
settle  all  the  disputes  between  mistress  and  maid,  to  visit  every 
girl  on  parole  once  a  month.  Most  of  the  Jewish  women  are 
paroled  under  supervision  of  a  worker  provided  by  the  Jewish 
Council  of  Women  of  New  York  City,  who  visits  the  New  York 
Reformatory  weekly  to  give  religious  instruction  and  to  become 
acquainted  with  the  women;  some  of  the  girls  who  have  been  con- 
nected with  the  Episcopal  Church  are  cared  for  by  the  Church 
Mission  of  Help  of  New  York  City,  but  the  Reformatory  is  ulti- 
mately responsible  for  all  of  them  and  inevitably  there  is  too  little 
supervision  to  let  the  present  condition  of  parole  play  any  very 
final  part  in  estimating  the  value  of  any  set  of  tests.  That  with 
careful  analysis  of  the  conditions  of  parole  for  each  of  them,  the 
parole  records  can  be  helpful  is  undoubted,  and  two  years  from 


PROBLEM   AND    SELECTION    OF   TESTS  15 

now  when  these  women  have  been  discharged  and  when  Dr. 
Woolley  has  completed  her  five  years  of  industrial  records,  a 
supplement  should  be  published  to  this  report  making  final  cor- 
relations and  interpretations. 

The  resident  physician  of  the  Reformatory  was  too  pressed 
with  routine  work  to  do  much  more  than  was  absolutely  essential 
for  institution  purposes  in  the  way  of  physical  examinations. 
Fortunately,  during  the  summer  of  1913,  Dr.  A.  S.  Guibord  joined 
our  staff  and  gave  a  thorough  physical  examination  to  as  many 
of  this  series  of  one  hundred  women  as  she  was  able  to  see  during 
the  three  months  of  her  residence.  From  her  record  cards  we 
have  made  the  chart  which  appears  in  the  following  pages.  To 
this  chart  we  have  added  the  report  of  the  Bureau  of  Contagious 
Diseases  of  the  Department  of  Health  of  New  York  City  with 
respect  to  blood  tests  for  gonorrhoea  and  syphilis  among  these 
subjects,  carried  on  in  the  laboratories  of  New  York  City.^  The 
physical  examinations  and  histories  taken  in  the  Vocational 
Guidance  Bureau  were  of  necessity  slight  and  they  have  not  as 
yet  been  tabulated. 

Of  the  one  hundred  women  tested,  only  eighty-eight  are  used 
in  the  following  percentile  tables  and  curves.  The  twelve 
omitted  w^ere  foreign  women  who  had  so  much  less  facility  in 
English  than  in  their  own  language  that,  even  though  some  of 
their  records  were  relatively  high,  they  were  appreciably  lower 
than  they  would  have  been,  had  we  been  able  to  give  the  tests 
in  Polish,  Yiddish,  Russian,  etc.  These  omissions  tend  to 
eliminate  more  of  the  less  intelligent  and  less  schooled  ones,  so 
that  the  final  tables  and  curves  are  a  little  better,  rather  than  a 
little  worse  than  would  have  been  the  case  could  we  have  tested 
the  women  in  their  own  language  and  included  the  whole  hundred. 
Had  we  included  them  with  their  linguistic  handicaps,  the  records 
would  have  been  certainly  worse  and  it  seemed  to  be  better  to  err 
in  the  direction  of  a  slight  overestimation  than  to  underestimate 
the  group.  Moreover,  the  group  tested  in  Cincinnati  was  even 
further  limited  to  comprise  only  native  born  white  children. 


'The  method  pursued  in  the  analysis  is  described  in  the  chapter  devoted 
to  the  personal  histories  of  prostitutes  in  the  vohime  pubhsiied  by  the  Bureau 
of  Social  Hygiene  on  "Commerciahzed  Prostitution  in  New  York  City." 


16 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


The  women  herein  reported  upon  were  admitted  between 
the  first  of  January  and  the  end  of  October,  1913.  The  Annual 
Report  of  the  year  Oct.  1,  1912,  to  Sept.  30,  1913,  included  all 
but  the  last  half-dozen  of  them.  During  the  year  two  hundred 
and  eight  in  all  were  committed  to  Bedford,  so  that  our  one 
hundred  cases  represent  almost  fifty  per  cent,  of  the  admissions. 
That  the  one  hundred  tested  were  fairly  representative  of  the 
whole  group  may  be  seen  from  the  following  tables. 


Place  of  Birth 

Total  208 

Total  100 

Bedford  88 

12  Omitted 

No.     Per  cent. 

No.     Percent. 

No.    Per  cent. 

No.    Per  cent. 

Born  in  U.  S.... 
Foreign  Born. . . 

156         75.0 
52         25.0 

72         72.0 
28        28.0 

72        81.8 
16        18.2 

0           0.0 
12       100.0 

Religious  Affiliations 

Total  208 

Total  100 

Bedford  88 

12  Omitted 

No.    Per  cent. 

No.    Per  cent. 

No.    Per  cent. 

No.  Per  cent. 

Jewish 

25         12.3 
87         41.8 
96        45.7 

12         12.0 
36        36.0 
52         52.0 

8           9.1 

38        43.1 
42        47.7 

4        32,. Z 

Protestant 

Catholic 

2        16.7 
6        50.0 

Dr.  Davis  has  shown  elsewhere  that  a  comparison  of  these 
figures  with  the  percentages  of  Jews,  Protestants  and  Catholics 
in  the  total  population  of  New  York  City  can  be  indicated  only 
roughly,  for  there  is  no  data,  so  far  as  we  know,  with  respect  to 
the  city  that  is  inclusive  of  the  entire  population.  The  United 
States  Census  Bureau  in  1906,  apparently  the  latest  authoritative 
study,  leaves  43.4  per  cent,  of  the  population  without  church 
connections.  In  the  World's  Almanac  for  1913  one  finds  a 
statement  to  the  effect  that  there  are  905,000  Jews  (racially,  not 
merely  rehgiously)  in  New  York,  i.  e.,  about  19  per  cent,  of  the 
total  population.  The  Census  for  1906  indicates  that  33.38 
per  cent,  are  Catholics  and  8.8  per  cent.  Protestant.     Among 


PROBLEM   AND    SELECTION    OF   TESTS 


17 


the  remaining  38  per  cent,  there  are  probably  more  whose  original 
affiliations  are  Protestant  than  Catholic.  There  are  more  and 
larger  private  Catholic  institutions,  the  House  of  the  Good 
Shepherd,  for  instance,  to  which  the  Catholic  girls  may  be  com- 
mitted, and  accordingly  the  number  of  Protestant  girls  received 
at. Bedford  is  high.  Dr.  Davis  states  that  personally  she  believes 
that  "if  we  had  the  necessary  data,  we  should  find  that,  as  in  the 
case  of  the  Jewish  women,  the  Protestants  and  the  Catholics 
would  contribute  in  about  their  proportion  to  the  community  at 
large  to  the  whole  group  of  prostitutes." 


Age 

Average  Age  of  Total  208 

Average  Age  of  Bedford   88 

21  years,  9.5  months 

21  years,  5  months 

Number  Married 

Total  208 

Total  100 

Bedford  88 

No.        Per  cent. 

No.        Per  cent. 

No.        Per  cent. 

Married 

69         33.1 
139         66.9 

32        32.0 
68        68.0 

29        32  9 

Single 

59        67  00 

The  sections  immediately  following  are  concerned  with  the 
procedure  and  the  results  of  the  mental  and  physical  tests. 
If  the  reader,  before  considering  the  reactions  to  the  mental 
tests,  desires  to  know  more  of  the  type  of  offense  committed, 
the  number  of  previous  arrests,  of  the  general  social,  industrial 
and  personal  history  of  the  women  concerned,  a  brief  sketch  of 
the  data  available  on  these  points  may  be  found  in  Chapter  V. 


CHAPTER  II. 

Tests,  General  Methods,  Classification  of  Groups  Under 
Comparison,  and  Original  Records. 

As  the  immediate  purpose  of  this  investigation  was  the  de- 
termination of  the  manner  in  which  a  representative  group  of 
criminal  women  compare  in  physical  development  and  mentality 
with  the  working  girl  of  fourteen  and  fifteen  years,  it  was  essen- 
tial that  we  should  duplicate  as  exactly  as  possible  the  methods 
of  testing  and  evaluating  results  that  were  in  use  with  the  stand- 
ard group.  We  have  presented  the  tests  in  the  same  order  and 
have  divided  them  into  the  same  groups  of  physical  and  mental 
tests  as  did  the  investigators  of  the  Vocational  Guidance  Bureau, 
so  that  any  one  wishing  to  make  further  comparison  of  our 
results  with  their  published  records  may  meet  with  the  minimum 
of  difficulty  in  so  doing. 

In  giving  the  directions  to  our  subjects  there  has  been  through- 
out one  divergence  from  the  standard;  we  have  spoken  much 
more  slowly  and  with  greater  emphasis  than  was  necessary  in 
the  case  of  the  Cincinnati  group.  This  was  partly  the  uncon- 
scious result  of  association  with  the  defective  type,  but  chiefly 
a  conscious  effort  to  err  in  the  direction  of  giving  these  women, 
if  possible,  as  clear  an  idea  of  what  they  were  expected  to  do  in 
each  test  as  the  subjects  in  the  standard  group  were  sure  to  have. 
With  her  own  subjects  Dr.  Woolley's  aim  was  to  make  the  direc- 
tions so  clear  and  unequivocal  that  failure  in  any  test  should  be 
due  to  genuine  lack  of  ability  in  the  particular  sort  of  performance 
involved,  not  to  failure  to  understand  the  directions.  The  need 
for  whatever  additional  emphasis  we  gave  will  become  clear  as 
the  account  of  the  tests  proceeds. 

Testing  this  type  of  woman  steadily  for  three  years  with  many 
varieties  of  test  has  brought  the  conviction  that  the  essential 
thing  which  lies  at  the  basis  of  their  variation  from  the  normal  is 
a  slowness  to  understand  what  is  required  of  them  that  is  quite 
disproportionate  to  their  absolute  ability  ultimately  to  comprehend 
and  accomplish  the  task  in  question.     The  moment  the  limits  of 

18 


TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC.  19 

what  one  of  these  women  has  laboriously  learned  are  exceeded, 
whether  it  be  in  a  matter  of  motor  habit  or  of  mental  control, 
it  is  as  though  she  had  suddenly  become  dull  of  hearing  or  had 
lost  al)  clearness  of  vision.  This  characteristic  exists  in  varying 
degrees  from  the  extreme  instance  of  one  whose  dullness  is  so 
impenetrable  that  no  device  can  make  her  understand  even 
fundamental  tasks  and  ideas,  to  one  who  is  even  above  the  nor- 
mal understanding.  The  analogy  of  the  sensory  condition  in 
which  the  summation  of  stimuli  will  in  the  end  bring  a  clear 
consciousness  of  the  specific  bit  of  experience  is  a  close  one. 
Their  minds  are,  as  it  were,  always  at  a  greater  distance  from  the 
object  than  is  the  normal  mind;  if  not  too  far,  repetition  and 
emphasis  will  finally,  and  often  suddenly,  bring  recognition  of 
the  issue.  So,  we  felt  it  best  to  speak  emphatically  and  to 
endeavor  at  all  costs,  short  of  actually  helping  them  with  the 
content  of  the  test  itself,  to  insure  a  normal  degree  of  under- 
standing. In  spite  of  this  intention  and  of  our  acquaintance 
with  the  type,  they  were  not  always  made  to  understand  what 
was  wanted,  as  will  be  pointed  out. 

To  estimate  the  value  of  the  tests  for  use  in  a  clearing  house 
it  was  necessary  to  apply  them  as  immediately  following  the 
subject's  conviction  as  we  could.  According  to  the  rules  of  the 
Institution,  each  newly  admitted  inmate  must  be  kept  in  isolation 
from  the  others  for  a  period  of  two  weeks  after  her  reception 
The  women  were  tested  during  this  quarantine  period.  In  addi- 
tion, the  advantage  of  testing  at  this  time  was  threefold.  It 
avoided  communication  with  others  who  had  already  been 
tested — a  very  real  advantage;  it  obtained  a  record  of  initial 
performance,  so  that  retesting  immediately  preceding  parole 
would  permit  the  determination  of  how  much  and  in  what  ways 
each  had  improved  by  the  disciphne  and  training  of  the  Reforma- 
tory; most  important  of  all,  perhaps,  after  three  or  four  days  of 
confinement,  the  women  were  so  lonesome  that  it  was  a  great 
boon  to  be  taken  to  the  laboratory,  which  was  some  distance 
away.  If,  during  the  test,  a  subject's  interest  flagged  or  her 
attention  wandered,  it  was  only  necessary  to  say,  ''Are  you  tired? 
Shall  I  take  you  back?"  or  "  If  you  will  do  this  test  as  quickly  and 
as  well  as  you  can,  I  will  bring  you  back  this  afternoon  and  let 


20  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

you  try  some  others."  During  quarantine  there  is  little  to  medi- 
tate on  save  the  wish  to  be  free.  When  they  are  told  that,  if  they 
do  well  in  these  tests,  it  will  help  them  to  an  early  parole,  they  are 
vitally  interested  in  doing  their  best.  Communication  with  older 
residents,  who  are  apt  to  be  suspicious  or  supercilious  with  respect 
to  "being  tested,"  was  thus  ruled  out  and  our  subjects  came  to  the 
laboratory  unprejudiced.  With  one  exception  we  had  their  co- 
operation and  friendliness  throughout. 

The  tests  were  all  given  by  the  author.  The  laboratory  room 
was  quiet  and  pleasant.  Frequently  the  first  remark  the  sub- 
ject made  was:  "Isn't  this  a  pretty  place!"  During  the  prog- 
ress of  the  test  no  one  save  the  experimenter  and  the  subject 
was  in  the  room.  The  tests  were  given  uniformly  in  the  same 
order.  If  there  was  any  suspicion  that  a  woman  was  not  well 
or  was  temporarily  not  in  a  good  humor,  she  was  not  taken  to 
the  laboratory  until  a  later  day  when  she  was  in  as  fair  a  state 
of  well-being  mentally  and  physically  as  might  be  expected  of 
her  during  these  first  two  weeks.  There  were  some  few  women 
who  were  suffering  from  drug  habits  which  could  not  be  counter- 
acted in  the  brief  time  of  quarantine.  These  were  tested  on  the 
last  day  of  the  quarantine  period. 

The  attention  and  co-operation  of  the  subject  were  firmly 
estabhshed  before  each  test  was  given.  No  records  had  to 
be  discarded  because  of  defective  method  or  interruption.  The 
poorest  quarter  of  our  group,  therefore,  represents  real  subjective 
limitations.  This  is  not  so  true  for  the  poorer  quarter  of  the 
Cincinnati  records,  for  the  tests  were  given  under  conditions  such 
that  it  was  impossible  to  avoid  occasional  mishaps  and  interrup- 
tions. We  mention  this  fact  only  because  it  emphasizes  that 
the  advantage  is  all  with  our  group,  so  that  if  they  fall  below 
the  standard  series,  they  do  so  with  everything  in  their  favor. 
It  was  essential  to  secure  ideal  conditions  of  testing,  since  under 
the  standard  method  the  subjects  were  not  to  be  tested  twice 
with  any  of  the  tests.  With  less  care,  it  would  have  been  neces- 
sary to  test  many  more  women.  A  larger  number  of  subjects 
would  of  course  be  an  advantage  in  any  case,  but  where  the  need 
was  so  great  to  secure  working  results  as  quickly  as  possible,  it 
was  necessary  to  stop  with  one  hundred. 


TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC.  21 

The  standard  tests  which  were  given  are: 
Physical  Tests. 

1.  Height. 

2.  Weight. 

3.  Strength  of  Grip. 

4.  Steadiness  of  Hand. 

5.  Rapidity  of  Movement  and  Indexes  of  Fatigue. 
Mental  Tests. 

6.  Card  Sorting. 

7.  Cancellation  of  the  Letter  a. 

8.  Memory  Span  and  the  Per  Cent,  of  Seven,  Eight  and 

Nine  Numbers  Remembered. 

9.  Substitution. 

10.  Completion  of  Sentences. 

11.  Association  by  Opposites. 

There  were  four  standard  tests  in  the  Cincinnati  fifteen-year-old 
series  which  we  did  not  give, — Visual  Acuity,  Auditory  Acuity, 
Vital  Capacity,  and  the  Puzzle-Box  Test. 

Besides  the  Cincinnati  tests,  the  series  already  in  use  in  our 
own  laboratory  was  given  to  this  special  group  of  100  inmates. 
In  this  way  we  were  able  to  compare  them  with  other,  and  larger, 
groups  of  Bedford  women.     Of  these  tests  there  are  included  in 
this  monograph: 

1.  Woodworth  and  Wells'  Cancellation  of  Numbers. 

2.  Binet's  Memory  for  Number  Series. 

3.  Facility  and  Character  of  Handwriting  Checked  in  Terms  of 
Ayers'  and  Thorndike's  Measuring  Scales  and  Correlated  with 
Binet  Age. 

4.  (a)  Rate  and  Character  of  Reading,  Correlated  with  Binet 
Age. 

(b)  Number  of  Ideas  Recalled. 

5.  (a)  Woodworth  and  Wells'  Standard  Directions  Tests, 
Easy  and  Hard. 

(b)  Two  New  Verbal  Directions  Tests. 

6.  Abihty  to  Tell  Time,  Correlated  with  Binet  Age. 

7.  Healy-Fernald  Tests  (a)  Cross  Line  A.  and  B.  and  the  Code, 
Correlated  with  Binet  Age,  (b)  Construction  A.  and  B.^ 

8.  Formation  of  New  Motor  Habits,  Mirror  Drawing  Test 
as  Described  by  Whipple." 

^The  Vocational  Guidance  Bureau  gave  this  test  also,  but  their  puzzle 
was  cut  to  have  one  piece  fewer  than  the  Healy  form,  and  results  are  not 
comparable. 

=  Gtjy  Montkose  Whipple:  Manual  of  Mental  and  Physical  Tests,  Warwick 
&  York,  1910,  p.  343. 


22  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

Tables  and  curves  sum  up  the  differences  and  likenesses  that 
appear  as  a  result  (1)  of  the  comparison  of  the  Bedford  group  as  a 
whole  with  the  working  children  of  the  Vocational  Guidance 
Bureau,  (2)  of  the  comparison  of  those  among  the  Reformatory 
subjects  who  had  left  school  from  grades  as  high  as  those  attained 
by  the  Cincinnati  girls  and  (3)  the  comparison  of  those  who  had 
not  reached  grades  as  high  as  the  standard  group.  In  our  total 
group  there  were  88 ;  among  the  Cincinnati  working  children  the 
numbers  varied  slightly  from  test  to  test,  and  the  numbers  re- 
tested  at  fifteen  after  a  year  of  working  record  were  of  necessity 
less  than  the  total  number  tested  at  fourteen  when  the  children 
came  for  their  working  papers.  There  were  from  330  to  317  in 
the  total  number  tested  at  Cincinnati  at  fourteen  and  from  281 
to  278  of  these  were  retested  at  fifteen.  Upon  these  numbers  the 
percentiles  for  the  working  children  have  been  based.  The 
maximal  number  in  the  various  grade  groups  of  the  working 
girls  in  any  test  was,  at  fourteen: 

69  in  the  fifth  grade, 
102  in  the  sixth  grade, 
98  in  the  seventh  grade, 
61  in  the  eighth  grade. 

At  fifteen: 

60  in  the  fifth  grade, 
90  in  the  sixth  grade, 
86  in  the  seventh  grade, 
49  in  the  eighth  grade. 

In  each  test  a  few  records  of  the  working  children  had  to  be 
discarded  because  of  an  error  in  giving  the  test  or  in  recording 
the  score  or  from  some  unavoidable  circumstance.  There  were 
as  many  as  thirteen  omitted  from  an  occasional  test,  but  seldom 
more  than  four  or  five.  The  exact  number  omitted  in  any  test 
may  be  obtained  by  consulting  the  published  records  of  the 
Bureau  of  Vocational  Guidance.  The  exact  variations  were  too 
small  to  be  of  moment  here.  The  curves  of  the  total  number  of 
working  girls  at  fourteen  and  fifteen  years  of  age  are  those  of 
the  public-school  girls  only.  Dr.  Woolley  has  tabulated  separ- 
ately the  public  and  Catholic-school  girls,  and  since  so  few  of  our 


TESTS,    GENERAL   METHODS,    CLASSIFICATION,    ETC.  23 

subjects  were  educated  in  the  Catholic  schools,  the  public  school 
curve  is  probably  the  fairer  for  comparison.  The  maximal  num- 
ber in  these  groups  was  172  public-school  girls  tested  at  fourteen 
and  145  retested  at  fifteen. 

For  each  of  the  standard  tests  which  follows,  there  is  a  table 
which  gives  the  25th,  median  and  75th  percentile  scores  for: 

(1)  The  total  group  of  88  Bedford  women,  referred  to  as  the 

Bedford  88. 

(2)  The  total  group  of  Cincinnati  children  retested  at  the  age 

of  fifteen  years,  referred  to  as  C.  15, 

(3)  The  total  group  of  Cincinnati  children  as  first  tested  at 
fourteen  years,  referred  to  as  C.  14, 

(4)  Those  of  the  Cincinnati  group  who  may  be  regarded  as 
retarded,  i.  e.,  who  have  not  succeeded  in  passing  beyond 
the  7A  grade  at  fourteen  years  of  age,  referred  to  as  C. 
Ret.  14  and  C.  Ret.  15  according  as  one  refers  to  the  first  or 
second  testing  of  this  group, 

(5)  The  thirty-four  of  the  Bedford  88  who  have  had  less 
schooling  than  the  completion  of  the  5B  grade,  i.  e.,  less 
than  even  the  retarded  group  of  working  children,  re- 
ferred to  as  the  Below-Grade  Group, 

(6)  The  fifty-four  of  the  Bedford  88  who  have  succeeded  in 

passing  at  least  the  5B  grade,  referred  to  as  the  Grade 
Group, 

(7)  The  nine  of  the  Bedford  88  who  have  passed  the  5B  or 

6A  grades,  referred  to  as  B.  V, 

(8)  The  sixteen  of  the  Bedford  88  who  have  passed  the  6B 
or  7A  grades,  referred  to  as  B.  VI, 

(9)  The  sixteen  of  the  Bedford  88  who  have  passed  the  7B 

or  8 A  grades,  referred  to  as  B.  VII, 

(10)  The  thirteen  of  the  Bedford  88  who  have  passed  the  8B 

or  some  higher  grade,  referred  to  as  5.  VIII, 

(11)  The  eighteen  efficient  College  Maids. 

The  percentiles  for  the  retarded  group  we  have  compiled  from 
dupHcate  record  cards  of  the  fifth-  and  sixth-grade  groups  sent 
to  us  by  Dr.  WooUey,  The  medians  and  percentiles  for  these 
two  groups  and  for  the  various  Bedford  groups  were  obtained 
by  counting  the  individual  record  cards  and  securing  the  literal 
median,  25th  and  75th  percentile  records.  The  percentiles  for 
the  C.  14  and  C.  15  were  sent  to  us  by  the  Vocational  Guidance 
Bureau.     The  method  for  obtaining  them  was  based  upon  an 


24  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

estimated  position  in  a  group,  not  on  a  count  of  individual 
records.  For  the  larger  groups  of  the  Cincinnati  children,  this 
method  would  vary  but  slightly  from  the  actual  median  and 
quartal  record.* 

For  each  test  or  phase  of  a  test  there  are  three  sets  of  curves, 
which  have  been  differentiated  by  the  following  plan: 

A.  Bedford  88  — 

15-year-old  Working  Girls  (C.  15) 

B.  Bedford  Grade  Group 

Bedford  Below  Grade  Group  ~* < ^  ^- 

15-year-old  Working  Girls  (C.  15) 

14-year-old  Working  Girls  (C.  14) 

C.  (a)  Eighth  Grades 

Bedford  VIII  

C.  15  VIII  -^    

C.  14  VIII  

(b)  Fifth  Grades 

Bedford  V  

C.  15  V  ■ —     

C.  14  V  

Throughout,  the  curves  are  so  arranged  that  the  values  on 
the  abscissas  read  in  the  same  direction  with  respect  to  degree 
of  achievement  in  the  different  tests.  The  better  the  record, 
the  nearer  it  is  to  the  meeting  of  the  ordinates,  i.  e.,  the  nearer 
to  the  left.  This  means  that  curves  of  time  scores  and  indexes 
follow  the  approved  method  of  the  lowest  numerical  score  at  the 
left.  In  cases  of  per  cent,  of  accuracy,  however,  the  higher 
numerical  scores  are  at  the  left.  The  percentiles,  too,  quite 
without  respect  for  the  numerical  magnitude  of  the  actual  scores 
themselves,  have  been  arbitrarily  arranged  so  that  the  2oth 
percentile  always  refers  to  that  record  which  is  one  fourth  of  the 
subjects  from  the  best  record.  The  75th  percentile  is  the  record 
which  is  one  fourth  of  the  distance  from  that  lowest  in  achieve- 

'  It  is  a  method,  however,  which  sometimes,  as  in  Memory  Span,  gives 
rise  to  a  figure  which  is  unhke  anj'  actual  record  and  demands  some  accepted 
method  for  comparative  use.  In  Memory  Span,  for  instance,  shall  an  estim- 
ated 7.5  numbers  recalled  be  counted  as  7  or  8  numbers  in  a  test  where  there 
is  no  actual  score  of  7.5? 


TESTS,    GENERAL   METHODS,    CLASSIFICATION,    ETC.  25 

ment,  from  the  poorest  record.  This  was  done  because  when  one 
bases  the  order  on  numerical  value  of  the  scores,  the  25th  per- 
centile in  time  measurements  marks  off  the  superior  fourth  of 
the  women,  while  in  measurements  of  per  cent,  of  accuracy,  it 
marks  off  the  inferior  fourth.  It  seemed  less  confusing  to  have 
the  poor  record  always  at  the  same  end  of  the  curve  and  the 
25th  percentile  always  refer  to  the  same  relative  position  in 
excellency   of   performance. 

The  percentages  of  the  Grade  Group  were  obtained  by  adding 
together  the  per  cents,  of  each  grade,  taken  separately,  and  find- 
ing their  average.  This  was  the  method  used  in  computing  the 
per  cents,  of  the  total  number  of  the  working  children  and  we 
have  employed  the  same  method  to  make  our  results  comparable. 
In  both  instances  it  was  done  because  the  number  of  individuals 
differed  in  the  different  grades. 

The  correlations  to  be  found  in  the  text  have  been  obtained 

SD- 

uniformly  by  the  formula  p=l — — ^^  .    An  identical  interme- 

n  (n^— 1) 
6 
diate  rank  was  given  to  all  individuals  having  the  same  score. 
The  value  of  r  was  inferred  from  the  value  of  p  in  terms  of  the 
table  given  on   page   168  of  Thorndike's  "Mental  and  Social 
Measurements;"  1913  Edition. 

Original  Records 

The  following  are  the  original,  individual  scores  from  which 
the  tables  and  curves  have  been  made,  arranged  in  the  order  of 
their  merit,  with  the  score  indicative  of  the  greatest  excellence 
at  the  top.  When  there  were  a  number  of  individuals  with  an 
identical  score,  the  scores  have  been  arbitrarily  arranged  in  the 
numerical  order  of  the  subjects'  institution  numbers.  The 
smallest  number,  i.  e.,  the  earliest  commitment,  was  given  first 
place.^ 


''  The  earliest  commitment  to  whom  these  tests  were  given  had  an  institution 
number  of  1702.  The  numbers  given  in  this  study  are  the  last  one  or  two 
places  of  the  whole  number.  For  instance,  from  the  whole  number  1702, 
170  was  dropped  and  2  was  the  number  given.  No.  1706  is  6,  No.  1710  is  10, 
etc.     Because  a  few  white  girls  were  too  ill  to  be  tested  while  in  quarantine 


26  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

The  accuracy  scores  are  readily  understood.  The  index  scores 
are  in  every  case  the  estimated  time,  in  seconds,  that  it  would 
take  each  to  perform  the  task  accurately.  This  index  was  ob- 
tained by  dividing  the  time  by  the  accuracy  and  multiplying  the 
result  by  100. 

The  break  between  each  ten  records  has  no  other  significance 
than  to  make  it  easier  to  consult  them  for  purposes  of  comparison. 


and  because  the  colored  girls  were  consistently  omitted,  it  was  necessary  to 
run  beyond  No.  1802  to  complete  a  series  of  one  hundred  white  girls  for  testing. 
There  were  in  all  twenty-seven  omissions,  so  that  the  series  ends  with  No. 
1829.  Those  whose  numbers  are  in  the  eighteen  hundreds  are  numbered  as 
follows:  No.  1800  is  100,  No.  1802  is  102,  etc.  The  whole  series  began  with  2 
(No.  1702)  and  ended  with  129  (No.  1829). 


TESTS,    GENERAL   METHODS,    CLASSIFICATION,    ETC. 


27 


Standing  Height,  in  Cm. 


ubject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

83 

173.5 

23 

159.5 

70 

155.0 

55 

150.2 

52 

173.0 

112 

159.3 

26 

154.6 

33 

150.0 

125 

170.2 

117 

159.3 

129 

154.5 

56 

149.8 

9 

169.5 

22 

159.0 

8 

154.0 

127 

149.8 

12 

169.2 

104 

158.7 

57 

153.5 

84 

149.7 

5 

166.8 

34 

153.2 

39 

166.8 

65 

158.6 

108 

153.2 

7 

149.0 

2 

166.0 

100 

158.5 

124 

153.2 

128 

148.9 

66 

166.0 

72 

158.4 

42 

153.0 

73 

148.0 

71 

165.5 

95 

158.4 

64 

153.0 

94 

145.6 

114 

158.4 

24 

144.0 

25 

165.4 

123 

157.8 

92 

153.0 

103 

141.8 

3 

165.3 

97 

157.5 

20 

152.5 

109 

140.5 

30 

165.2 

122 

157.5 

36 

152.4 

44 

138.4 

31 

165.0 

.111 

157.4 

67 

152.4 

85 

164.5 

51 

157.0 

76 

152.4 

10 

164.0 

82 

152.3 

69 

163.0 

81 

157.0 

102 

152.3 

115 

162.3 

53 

156.5 

16 

152.0 

90 

162.0 

74 

156.5 

35 

152.0 

32 

161.5 

28 
40 

156.2 
156.0 

101 

152.0 

38 

160.6 

63 

156.0 

14 

151.6 

87 

160.6 

13 

155.6 

18 

151.5 

93 

160.2 

21 

155.5 

116 

151.5 

78 

160.1 

45 

155.5 

106 

151.4 

89 

159.8 

29 

155.0 
Weight,  t 

91 
nKg. 

151.2 

ubject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

52 

101.60 

34 

62.95 

101 

57.65 

69 

51.00 

30 

79.20 

87 

62.25 

13 

57.50 

24 

49.50 

9 

78.55 

82 

61.95 

100 

57.35 

28 

48.50 

91 

78.50 

64 

61.85 

127 

56.75 

8 

48.30 

39 

76.50 

12 

61.55 

56 

56.45 

20 

47.75 

5 

75.45 

45 

56.40 

33 

71.75 

104 

61.15 

63 

56.10 

16 

47.70 

112 

71.70 

117 

61.00 

92 

56.00 

114 

47.50 

85 

71.00 

83 

60.75 

51 

55.50 

73 

46.00 

128 

70.55 

31 

60.55 

89 

55.25 

90 

46.00 

124 

60.50 

67 

45.00 

71 

69.95 

32 

60.50 

57 

54.55 

84 

44.00 

2 

69.20 

108 

60.50 

94 

54.40 

21 

43.65 

65 

69.15 

115 

59.90 

106 

53.70 

44 

42.50 

76 

69.00 

29 

59.80 

74 

53.60 

125 

68.75 

40 

59.50 

129 

53.60 

-81 

66.75 

18 

53.55 

36 

66.20 

102 

59.05 

7 

53.00 

35 

65.50 

53 

59.00 

55 

52.90 

3 

65.45 

97 

59.00 

122 

52.75 

111 

65.20 

10 
70 

58.80 

58.75 

78 

52.75 

23 

64.20 

123 

58.45 

38 

52.55 

66 

63.75 

103 

58.25 

93 

52.50 

95 

63.75 

25 

58.00 

109 

51.75 

22 

63.50 

72 

57.85 

26 

51.65 

116 

63.00 

42 

57.75 

14 

51.30 

28 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


Strength  of  Grip,  Right  Hand,  in  Kg. 


Subject 

J     Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

30 

41.0 

13 

30.5 

91 

27.0 

85 

22.0 

12 

39.5 

29 

30.5 

122 

27.0 

93 

22.0 

125 

39.0 

97 

30.5 

123 

27.0 

2 

21.5 

10 

36.0 

64 

30.0 

70 

26.5 

24 

21.0 

9 

35.5 

124 

30.0 

78 

26.5 

94 

21.0 

31 

35.5 

92 

26.5 

52 

35.5 

21 

29.5 

114 

26.5 

127. 

21.0 

5 

35.0 

67 

29.5 

117 

26.5 

103 

20.5 

18 

35.0 

71 

29.5 

129 

26.5 

74 

19.5 

34 

35.0 

81 

29.5 

22 

26.0 

95 

18.5 

87 

29.5 

63 

18.0 

101 

34.0 

112 

29.5 

66 

26.0 

65 

17.0 

108 

34.0 

116 

29.5 

69 

26.0 

53 

15.0 

16 

33.5 

7 

29.0 

20 

25.5 

73 

9.5 

32 

33.5 

35 

29.0 

40 

25.5 

45 

33.0 

39 

29.0 

100 

25.5 

104 

33.0 

42 

25.0 

89 

32.5 

106 

29.0 

102 

25.0 

36 

32.0 

28 

28.5 

115 

25.0 

38 

32.0 

57 

28.5 

128 

25.0 

76 

32.0 

3 
8 

28.0 
28.0 

33 

24.5 

84 

32.0 

14 

28.0 

56 

24.0 

51 

31.5 

25 

27.5 

109 

24.0 

82 

31.0 

23 

27.0 

55 

23.5 

83 

31.0 

72 

27.0 

26 

22.0 

111 

31.0 

90 

27.0 

44 

22.0 

Strength  of  Grip, 

Left  Hand, 

in  Kg. 

Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

30 

43.0 

71 

27.0 

66 

24.0 

103 

21.0 

9 

36.0 

76 

27.0 

129 

24.0 

115 

21.0 

89 

34.5 

106 

27.0 

25 

23.5 

128 

21.0 

108 

33.0 

111 

27.0 

42 

23.5 

26 

20.5 

5 

32.0 

116 

27.0 

95 

23.5 

63 

20.5 

31 

32.0 

97 

23.0 

12 

31.0 

13 

26.5 

24 

22.5 

94 

20.0 

18 

31.0 

28 

26.5 

57 

22.5 

44 

19.0 

51 

31.0 

67 

26.5 

70 

22.5 

65 

19.0 

101 

31.0 

92 

26.5 

104 

22.5 

69 

18.5 

72 

26.0 

55 

17.5 

82 

30.5 

84 

26.0 

33 

22.0 

53 

17.0 

10 

30.0 

112 

26.0 

74 

22.0 

22 

14.0 

36 

30.0 

29 

25.6 

78 

22.0 

73 

10.0 

32 

29.5 

3 

25.0 

85 

22.0 

8 

29.0 

16 

25.0 

90 

22.0 

52 

29.0 

91 

22.0 

87 

29.0 

56 

25.0 

100 

22.0 

14 

28.5 

109 

25.0 

127 

22.0 

34 

28.5 

117 

25.0 

20 

21.5 

38 

28.5 

123 

7 

25.0 
24.5 

93 

21.5 

83 

28.5 

21 

24.5 

114 

21.5 

64 

28.0 

35 

24.5 

122 

21.5 

124 

28.0 

40 

24.5 

2 

21.0 

125 

28.0 

102 

24.5 

23 

21.0 

39 

27.0 

45 

24.0 

81 

21.0 

TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC. 


29 


Steadiness  of  the  Hand — Right 


Sub-  Con- 

ject     Hole    tacts 


14 
106 
12 
21 
85 
34 
35 
91 
111 
72 

31 

64 

100 

129 

8 

13 

20 

115 

24 

39 

82 
53 
32 
44 
23 


4 

12 

5 

7 

8 

10 

10 

12 

2 

6 

7 
7 
7 
7 


9 
9 

9 
10 
11 
11 
12 


Sub-  Con- 

ject     Hole   tacts 


36 
56 
84 
45 
76 

116 

87 

101 

117 

7 

89 

16 

69 

2 

3 

83 
70 
95 

124 
103 
74 
5 
26 
52 
57 


12 

12 

1 

2 

2 

2 
3 
3 
3 
4 
4 
5 
5 
6 
6 

6 

7 

7 

7 

8 

9 

10 

10 

10 

10 


Sub- 
ject 

78 

30 

102 

125 

9 

55 

71 

51 

40 

97 

18 

67 

104 

112 

109 

38 

127 

29 

42 

65 

92 
94 
123 
66 
90 


Con- 
Hole    tacts 


10 

11 

11 

11 

12 

12 

12 

1 

3 

3 

4 

5 

5 

5 

6 

9 

9 

11 

11 

11 

11 
11 
11 
12 
12 


Sub-  Con- 

nect    Hole  tacts 


108 
93 
22 
33 
10 

25 

28 

63 

73 

81 

114 

122 

128 


3,  2  or  1 
3,  2  or  1 
3,  2  or  1 
3,  2  or  1 
3,  2  or  1 
3,  2  or  1 
3,  2  or  1 
3,  2  or  1 


Tapping — Number  of  Taps  in  30" — Right  Hand 


Subject      Score 


Subject 

Score 

Subject 

Score 

117 

235 

5 

178 

71 

210 

28 

178 

9 

198 

72 

177 

26 

196 

89 

175 

3 

195 

102 

175 

31 

195 

78 

195 

106 

175 

94 

192 

7 

174 

100 

192 

81 

174 

76 

190 

30 

170 

69 

169 

112 
82 
87 
16 
45 

188 
186 
186 
185 
185 

91 

42 
70 

85 

57 

166 
165 
165 
165 

164 

51 

185 

84 

185 

29 

160 

93 

185 

33 

160 

67 

184 

103 

160 

111 

183 

122 

160 

13 

158 

12 
129 

66 
90 
97 

182 
182 
180 
180 
180 

25 
36 
83 
128 
32 

157 
157 
156 
155 
153 

125 

153 

34 

152 

44 

152 

114 

149 

24 

145 

115 

142 

21 

140 

18 

139 

52 

137 

92 

137 

22 

134 

20 

130 

8 

129 

101 

126 

40 

125 

63 

121 

56 

120 

14 

119 

104 

116 

2 

115 

124 

112 

95 

103 

35 

102 

10 

101 

53 

100 

Subject 

Score 

74 

95 

109 

90 

55 

^3 

23 

73 

73 

72 

38 

71 

39 

65 

116 

65 

123 

65 

65 

63 

64 

62 

127 

57 

108 

24 

30 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


Tapping— Number  of  Taps  in  60" — Right  Hand 


Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

117 

452 

106 

344 

25 

295 

109 

204 

71 

401 

28 

342 

24 

291 

53 

197 

26 

393 

66 

340 

115 

290 

74 

172 

112 

393 

72 

337 

128 

290 

38 

162 

100 

382 

97 

335 

52 

289 

73 

158 

3 

377 

42 

286 

31 

375 

102 

333 

18 

272 

123 

152 

12 

371 

70 

332 

8 

271 

23 

149 

84 

371 

81 

328 

22 

270 

116 

149 

45 

370 

30 

327 

92 

270 

64 

145 

69 

326 

65 

145 

9 

368 

125 

325 

14 

260 

39 

135 

76 

365 

5 

324 

21 

260 

127 

111 

78 

365 

122 

324 

114 

258 

108 

48 

51 

364 

7 

319 

2 

254 

111 

362 

33 

318 

40 

254 

129 

362 

101 

252 

67 

355 

57 

317 

124 

251 

87 

355 

83 

317 

20 

246 

93 

355 

91 

315 

63 

245 

94 

355 

103 
13 

315 
305 

4 

243 

82 

352 

29 

305 

56 

242 

90 

350 

44 

303 

35 

224 

89 

348 

34 

302 

95 

220 

32 

346 

85 

302 

10 

209 

16 

345 

36 

300 

55 

204 

T 

apping — Number  of 

Taps  in  SO"- 

-Left  Hai 

id 

Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

117 

208 

83 

160 

8 

139 

63 

108 

76 

185 

93 

160 

25 

138 

35 

106 

112 

182 

14 

159 

115 

137 

21 

103 

32 

180 

45 

159 

29 

136 

22 

102 

72 

180 

70 

158 

128 

134 

30 

102 

111 

180 

104 

133 

13 

179 

91 

158 

57 

132 

23 

93 

100 

179 

102 

157 

34 

131 

74 

93 

85 

176 

28 

155 

97 

130 

127 

93 

31 

175 

3 

154 

101 

130 

64 

88 

2 

153 

39 

85 

71 

175 

109 

152 

53 

129 

116 

85 

129 

171 

7 

151 

12 

127 

73 

78 

26 

170 

81 

150 

56 

127 

108 

20 

95 

170 

89 

150 

20 

125 

106 

170 

122 

150 

90 

125 

125 

168 

65 

124 

84 

167 

103 

149 

114 

122 

87 

167 

94 

148 

18 

118 

51 

165 

42 

147 

123 

118 

52 

165 

55 
24 

147 
146 

36 

117 

5 

162 

69 

145 

10 

115 

82 

162 

9 

144 

16 

115 

33 

161 

66 

142 

38 

114 

67 

160 

44 

140 

124 

112 

78 

160 

92 

140 

40 

111 

TESTS,    GENERAL   METHODS,    CLASSIFICATION,    ETC. 


31 


Tapping — Number  of  Taps  in  60" — Left  Hand 


Subject 

Score 

Subject 

Score 

Subject  Score 

Subject 

Score 

117 

413 

67 

307 

101 

268 

63 

210 

112 

355 

33 

305 

104 

267 

21 

203 

76 

348 

93 

302 

115 

267 

35 

202 

111 

342 

5 

300 

29 

265 

127 

200 

95 

335 

28 

298 

128 

265 

22 

195 

72 

332 

24 

264 

129 

332 

3 

297 

25 

264 

116 

188 

125 

330 

102 

293 

81 

260 

23 

185 

100 

329 

109 

292 

97 

260 

74 

185 

13 

328 

89 

290 

12 

255 

64 

182 

122 

290 

39 

180 

31 

325 

7 

289 

57 

255 

73 

155 

32 

325 

70 

287 

123 

255 

20 

152 

85 

325 

55 

286 

90 

246 

108 

43 

106 

323 

91 

285 

56 

236 

51 

322 

103 

285 

65 

235 

84 

322 

38 

233 

52 

321 

2 

284 

53 

232 

14 

320 

34 

282 

114 

231 

71 

320 

92 

282 

40 

230 

26 

319 

94 
9 

282 
280 

36 

226 

83 

317 

42 

277 

16 

225 

87 

315 

8 

275 

124 

223 

78 

312 

44 

275 

10 

220 

45 

311 

69 

273 

18 

220 

82 

310 

66 

270 

30 

216 

Tapping — Index  of  Fc 

iligue — Right  Hand 

Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

42 

40.0 

3 

10.2 

103 

0.0 

108 

—26.7 

114 

36.8 

69 

9.4 

108 

0.0 

10 

—31.7 

94 

34.0 

76 

9.2 

111 

0.0 

16 

—33.3 

74 

30.0 

117 

8.3 

129 

0.0 

52 

-^0.0 

85 

28.0 

112 

8.0 

84 

—1.1 

125 

-^0.0 

9 

20.2 

122 

—1.3 

7 

16.7 

18 

7.9 

44 

—1.4 

32 

-^0.6 

66 

16.7 

90 

7.6 

87 

—2.4 

116 

-^6.7 

128 

16.3 

57 

7.2 

73 

—2.5 

64 

-48.2 

81 

15.6 

92 

7.1 

63 

—3.3 

38 

—50.0 

100 

6.1 

123 

—53.2 

102 

14.6 

30 

5.7 

83 

—4.0 

2 

—53.3 

29 

14.5 

12 

5.6 

101 

—4:.9 

124 

—59.5 

72 

14.4 

51 

5.3 

70 

—5.5 

55 

—63.2 

21 

14.3 

26 

5.0 

115 

—7.1 

82 

13.9 

31 

5.0 

127 

—7.4 

25 

13.8 

56 

—8.8 

28 

13.7 

106 

4.5 

40 

—10.4 

67 

13.1 

22 

4.3 

23 

—13.9 

78 

13.0 

34 

3.9 

95 

—  16.0 

5 

12.9 

24 
33 

2.8 
2.3 

39 

—16.7 

91 

12.8 

89 

2.3 

8 

—16.9 

71 

12.7 

97 

2.3 

104 

—17.8 

36 

12.5 

53 

2.0 

35 

—19.2 

93 

12.4 

20 

1.8 

14 

—19.7 

13 

11.8 

45 

0.0 

65 

—20.0 

32 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


Tapping — Index  of  Fatigue — Left  Hand 


Subject 

Score 

Subject 

Score 

70 

32.2 

18 

15.8 

22 

31.0 

82 

15.3 

87 

27.9 

94 

15.2 

91 

27.1 

67 

14.8 

81 

26.8 

106 

14.4 

72 

25.0 

5 

23.6 

26 

14.0 

53 

23.1 

25 

13.5 

100 

22.9 

122 

13.0 

56 

22.1 

35 

12.7 

103 

12.7 

69 

20.3 

13 

12.2 

32 

20.2 

10 

12.1 

102 

20.0 

78 

11.8 

42 

19.5 

85 

11.8 

16 

19.1 

57 

11.7 

76 

18.2 

36 

17.7 

51 

11.5 

ii 

17.6 

128 

11.4 

66 

17.3 

29 

11.1 

2 

17.1 

90 

10.3 

63 

10.2 

71 

16.7 

7 

10.1 

3 

16.5 

125 

9.8 

28 

16.5 

115 

9.7 

93 

16.5 

44 

9.3 

89 

15.9 

84 

9.3 

Subject     Scoie 


78 

33.5 

93 

34.0 

23 

34.3 

125 

34.6 

66 

34.8 

109 

35.0 

9 

35.3 

97 

35.5 

16 

35.8 

76 

35.8 

71 

36.8 

101 

36.8 

94 

37.2 

90 

37.3 

32 

37.6 

45 

37.8 

13 

38.0 

63 

38.0 

129 

38.0 

34 

38.2 

95 

38.2 

114 

38.6 

70 

38.8 

83 

39.6 

89 

39.6 

Subject 

129 
9 

45 

65 
114 
112 

73 
111 

83 


95 
21 
52 
55 
31 
30 
24 
117 
14 
97 

104 

109 

124 

23 

92 


Card  Sorting  Test — Index 


Subject       Score 


82 

39.7 

28 

39.8 

29 

39.8 

106 

39.8 

72 

40.0 

12 

40.2 

31 

40.2 

92 

40.4 

69 

40.6 

123 

40.8 

40 

40.9 

51 

41.0 

55 

41.0 

84 

41.0 

112 

41.6 

102 

41.7 

30 

41.8 

8 

41.9 

67 

42.0 

100 

42.0 

18 

42.3 

56 

42.6 

10 

42.8 

44 

43.1 

57 

43.8 

Subject 

26 

117 
14 
52 

124 
25 

103 
36 
64 

115 

38 
42 
87 
39 
53 
7 
73 

111 
21 

104 

3 
85 
91 
33 

2 


Score 

9.2 
8.9 
8.4 
8.3 
8.1 
8.0 
7.5 
7.5 
7.3 
6.9 

5.9 
5.6 
5.0 
4.2 
2.4 
1.8 
1.1 
0.9 
0.0 
0.0 

0.0 

0.0 

0.0 

—2.2 

-2.9 


Score 

44.2 
44.3 
44.4 
44,6 
47.0 
47.6 
49.0 
49.2 
49.6 
49.8 

50.0 
50.0 
50.0 
50.8 
51.0 
51.3 
52.1 
52.2 
53.3 
53.6 

53.7 
53.7 
54.6 

54.7 
54.8 


Subject 

12 
20 
40 
101 
34 

38 

74 
123 

64 

39 
127 
108 
116 


Subject 

5 
122 

20 

35 
128 

81 

24 
127 

22 

65 
108 

74 
116 


Score 

—  4.6 

—  4.7 

—  5.2 

—  7.4 

—  8. .8 

—13.0 
—14.8 
—18.2 
—21.4 
—23.8 
—27.9 
—30.0 
—32.5 


Score 

55.8 
56.8 
57.8 
62.6 
63.2 

63.9 
64.7 
65.4 
65.6 
68.3 
86.4 
92.1 
108.9 


TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC. 


33 


Card  Sorting  Test 

Subject 

Score 

Subject 

Score 

93 

100 

112 

100 

125 

100 

30 

100 

66 

100 

67 

100 

109 

100 

100 

100 

16 

100 

56 

100 

76 

100 

101 

100 

10 

100 

94 

100 

57 

100 

32 

100 

26 

100 

45 

100 

14 

100 

52 

100 

13 

100 

124 

100 

63 

100 

25 

100 

129 

100 

103 

100 

95 

100 

36 

100 

83 

100 

64 

100 

89 

100 

106 

100 

38 

100 

72 

100 

42 

100 

12 

100 

39 

100 

31 

100 

53 

100 

104 

100 

92 

100 

91 

100 

69 

100 

2 

100 

51 

100 

35 

100 

55 

100 

128 

100 

84 

100 

22 

100 

-Per  cent,  of  Accuracy 


ubject 

Score 

Subject 

Score 

78 

97.9 

18 

95.8 

23 

97.9 

111 

95.8 

9 

97.9 

85 

95.8 

71 

97.9 

33 

95.8 

90 

97.9 

122 

95.8 

34 

97.9 

114 

97.9 

81 

95.8 

82 

97.9 

24 

95.8 

28 

97.9 

21 

93.8 

29 

97.9 

7 

91.7 

20 

89.6 

40 

97.9 

65 

89.6 

123 

97.9 

74 

83.3 

102 

97.9 

5 

81.3 

8 

97.9 

44 

97.9 

117 

97.9 

115 

97.9 

87 

97.9 

73 

97.9 

3 

97.9 

127 

97.9 

108 

97.9 

116 

97.9 

97 

95.8 

70 

95.8 

Cancellation  "a"  Test 

Per  cent,  of  Accuracy  with  Ranks  for  Each  Accuracy  Arranged  in  Order  of  Time 
Subject    Score         Subject     Score  Subject     Score  Subject     Score 


21 

100 

106 

100 

32 

100 

71 

100 

55 

100 

78 

100 

129 

100 

23 

98 

45 

98 

125 

98 

28 

98 

69 

98 

30 

98 

117 

98 

66 

98 

100 

98 

111 

98 

22 

98 

12 

98 

89 

98 

64 

98 

103 

98 

8 

96 

72 

96 

31 

96 

115 

96 

73 

96 

82 

96 

85 

96 

18 

96 

91 

96 

7 

94.12 

13 

94 

25 

94 

84 

94 

83 

94 

63 

92 

16 

92 

52 

92 

70 

92 

95 

92 

10 

92 

3 

92 

123 

90 

90 

90 

87 

90 

44 

.  90 

112 

90 

65 

90 

109 

88 

34 

88 

57 

62 

14 

88 

38 

62 

53 

88 

104 

62 

51 

86 

114 

59.60 

76 

86 

20 

50 

29 

84 

40 

84 

42 

48 

102 

84 

127 

46 

97 

82 

24 

40 

56 

82 

81 

36 

122 

34 

5 

82 

108 

Failure 

35 

82 

128 

Failure 

94 

80 

116 

Failure 

2 

80 

92 

80 

39 

78 

26 

78 

74 

76 

9 

75.47 

33 

74 

124 

74 

36 

72 

67 

68 

101 

66 

93 

64 

34 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


Cancellation  "a' 

Test — Index 

Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject       Score 

9 

102.3 

55 

190.0 

82 

236.3 

103           361.0 

23 

120.4 

123 

192.2 

111 

238.8 

104          370. 2 

21 

127.4 

90 

192.7 

14 

239.5 

122          379.5 

63 

133.8 

117 

193.5 

5 

241.7 

65          396.4 

45 

140.6 

66 

193.9 

12 

241.8 

127          458.9 

16 

141.7 

22 

241.8 

32 

142.0 

67 

194.1 

44 

247.1 

91          467.7 

106 

142.0 

36 

194.7 

33 

247.3 

24          472.5 

125 

154.6 

95 

195.7 

2 

247.8 

81          481.1 

71 

156.0 

34 
76 

199.1 
199.3 

84 

255.3 

114          553:7 
20          610.4 

52 

157.8 

25 

199.6 

92 

262.5 

108         Failure 

39 

162.1 

78 

200.0 

124 

262.7 

116         FaHure 

28 

162.2 

94 

200.3 

57 

266.1 

128         Failure 

29 

163.1 

100 

201.0 

102 

268.1 

97 

163.4 

51 

207.7 

93 

293.8 

101 

163.9 

85 

295.9 

13 

164.7 

31 

210.4 

89 

298.0 

69 

168.2 

87 

210.7 

112 

300.0 

70 

168.9 

10 

210.9 

83 

301.1 

26 

169.0 

115 
56 

221.3 
223.2 

35 

303.7 

30 

169.8 

129 

228.0 

42 

322.9 

8 

171.9 

3 

230.7 

64 

330.2 

109 

173.6 

73 

231.3 

18 

336.7 

72 

184.4 

7 

233.3 

38 

337.0 

74 

189.5 

40 

235.3 

53 

355.9 

Memory  Span — Numb 

jr  of  Digits  Recalled 

Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject     Score 

3 

9* 

89 

8 

103 

7 

91           5 

5 

9 

90 

8 

109 

7* 

93          5 

23 

9 

100 

8 

114 

7 

115          5 

26 

9 

106 

8* 

117 

7 

18          4 

30 

9 

111 

8 

124 

7 

35          4 

31 

9 

8 

6 

32 

9 

112 

8 

9 

6 

44          4 

45 

9 

123 

8 

14 

6 

56          4 

63 

9 

7 

7 

36 

6 

104          4 

66 

9 

12 
13 

7 
7 

51 

6 

108          4 
42          4^ 

71 

9 

34 

7 

97 

6 

64          4— 

72 

9 

39 

7 

127 

6 

116          4— 

83 

9 

52 

7 

20 

5 

128          4— 

85 

9* 

55 

7 

21 

5 

102 

9 

69 

7 

22 

5 

122 

9* 

24 

5 

125 

9* 

73 

7 

29 

5 

129 

9* 

76 

7 

33 

5 

2 

8 

78 

7 

38 

5 

10 

8 

82 
84 

7 
7 

40 

5 

16 

8 

87 

7* 

53 

5 

25 

8 

92 

7 

65 

5 

28 

8 

94 

7 

70 

5 

57 

8 

95 

7 

74 

5 

67 

8 

101 

7 

81 

5 

*  Those  starred  recalled  one  or  both  of  two  ten  place  number  series. 


TESTS,    GENERAL   METHODS,    CLASSIFICATION,    ETC. 


35 


Per  Cent,  of  Seven  Numbers  Recalled 


Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

3 

100 

117 

100 

39 

78.6 

127 

50  0 

5 

100 

122 

100 

89 

78.6 

14 

46.5 

12 

100 

123 

100 

93 

78.6 

56 

46.5 

13 

100 

125 

100 

103 

78.6 

74 

46.5 

23 

100 

55 

92.9 

8 

75.0 

24 

39.8 

25 

100 

30 

75.0 

26 

100 

57 

92.9 

73 

75.0 

64 

39.3 

28 

100 

78 

92.9 

92 

75.0 

53 

35.8 

31 

100 

85 

92.9 

114 

75.0 

42 

32  0 

32 

100 

87 

92.9 

91 

71.5 

35 

30.0 

109 

92.9 

18 

21.5 

45 

100 

HI 

92.9 

102 

71.5 

104 

14.3 

52 

100 

124 

92.9 

129 

71.5 

116 

7.2 

66 

100 

16 

89.3 

81 

71.4 

128 

Failure 

71 

100 

67 

89.3 

108 

71.4 

72 

100 

2 

85.7 

29 

64.3 

76 

100 

22 

60.7 

82 

100 

9 

85.7 

33 

60.7 

83 

100 

36 

85.7 

65 

57.2 

84 

100 

51 

85.7 

20 

53.6 

90 

100 

63 
69 

85.7 
85.7 

38 

53.6 

94 

100 

95 

85.7 

40 

53.6 

100 

100 

97 

82.2 

44 

53.6 

101 

100 

7 

78.6 

21 

50.0 

106 

100 

10 

78.6 

70 

50.0 

112 

100 

34 

78.6 

115 

50.0 

Per  Cent,  of  Eight 

Numbers  Recalled 

Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

3 

100 

28 

81.3 

114 

62.5 

38 

31.3 

23 

100 

97 

81.3 

5 

59.4 

64 

31.3 

25 

100 

109 

81.3 

30 

59.4 

70 

31.3 

26 

100 

63 

78.2 

34 

59.4 

127 

31.3 

31 

100 

90 

78.2 

36 

59.4 

74 

28.2 

45 

100 

21 

56.3 

57 

100 

69 

75.0 

24 

56.3 

115 

28.2 

100 

100 

72 

75.0 

29 

56.3 

22 

25.2 

102 

100 

83 

75  0 

78 

56.3 

53 

25.0 

106 

100 

92 

75.0 

9 

53.2 

104 

25.0 

2 

71.9 

35 

12.6 

125 

100 

85 

71.9 

71 

53.2 

108 

6.3 

129 

100 

112 

71.9 

56 

46.9 

116 

Failure 

32 

93.8 

10 

68.8 

65 

46.9 

128 

Failure 

122 

93.8 

14 

68.8 

73 

46.9 

123 

93.8 

87 

68.8 

81 

46.9 

67 

90.7 

101 

46.9 

16 

87.5 

124 

68.8 

8 

43.8 

52 

87.5 

12 

65.7 

18 

43.8 

55 

87.5 

93 

65.7 

40 

43.8 

66 

87.5 

95 
103 

65.7 
65.7 

20 

40.7 

76 

87.5 

117 

65.7 

44 

40.7 

89 

87.5 

39 

62.6 

82 

40.7 

94 

87.5 

13 

62.5 

91 

40.7 

111 

87.5 

51 

62.5 

33 

34.4 

7 

84.4 

84 

62.5 

42 

34.4 

36 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


Subject     Score 


3 

23 

26 

125 

129 

5 

66 

71 

122 

45 

63 
31 

106 
7 
16 
25 
67 
82 

109 
12 

57 
78 
85 
92 
102 


100 

100 

100 

100 

100 
94.5 
94.5 
94.5 
94.5 
91.7 

91.7 
86.1 
86.1 
83.4 
83.4 
83.4 
83.4 
83.4 
80.6 
77.8 

77.8 
77.8 
77.8 
77.8 
77.8 


Per  Cent,  oj  Nine  Numbers  Recalled 
Subject    Score 


52 
S3 
84 
94 

72 

76 
89 
97 
13 
90 
93 

123 
34 
69 

111 

30 
51 

114 
21 

112 
73 
28 
70 

117 
39 


75.0 
75.0 
75.0 
75.0 

72.2 

72.2 
72.2 
72.2 
69.5 
69.5 
69.5 
69.5 
66.7 
66.7 
66.7 

63.9 
63.9 
63.9 
61.2 
61.2 
61.1 
58.4 
58.4 
58.4 
55.6 


ibject 

Score 

Subject 

Score 

55 

55.6 

18 

27.8 

103 

55.6 

22 

27.8 

9 

52.8 

53 

27.8 

14 

52.8 

20 

22.2 

24 

52.8 

104 

22.2 

32 

50.0 

33 

50.0 

42 

19.5 

36 

50  0 

64 

19.5 

40 

50.0 

124. 

19.5 

95 

50.0 

108 

16.6 

35 

13.9 

29 

47.2 

74 

8.4 

44 

47.2 

116 

Failure 

127 

47.2 

128 

Failure 

100 

44.5 

101 

44.5 

2 

41.7 

10 

38.9 

81 

38.9 

91 

38.9 

8 

36.2 

87 

33.4 

38 

33.3 

115 

33.3 

56 

30.6 

65 

30.6 

Substitution  Test — Accuracy  in  Per  Cent.  Page  I 


Subject  Score 


Subject    Score 


5 

7 

8 

9 

13 

21 

22 

24 

25 

26 

28 
29 
30 
31 
32 
33 
34 
45 
55 
64 

66 
71 
72 
73 
84 


100 
100 
100 
100 
100 
100 
100 
100 
100 
100 

100 
100 
100 
100 
100 
100 
100 
100 
100 
100 

100 
100 
100 
100 
100 


90 
94 
95 
97 
103 

106 

112 

123 

125 

3 

12 

16 

40 

87 

89 

100 
109 
117 
122 
129 
2 

18 
57 
69 
76 


100 
100 
100 
100 
100 

100 
100 
100 
100 


98 
98 
98 

98 
98 
98 
98 
98 
96 
96 
96 
96 
96 


Subject 

83 
108 
115 
10 
14 
36 
38 
39 
42 
51 

53 
63 
67 
93 
101 
81 
20 
23 
56 
92 

111 
74 

82 
85 
91 


Score 

96 
96 
96 
94 
94 
94 
94 
94 
94 
94 

94 
94 
94 
94 
94 
92 
90 
90 
90 
90 

90 


Subject 


Score 


102 

88 

52 

82 

124 

82 

65 

80 

78 

78 

114 

76 

44 

74 

127 

64 

35 

60 

104 

54 

70 

52 

116 

Failure 

128 

Failure 

TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC. 


37 


Substitution  Test — Accuracy  in  Per  Cent.  Page  II 


Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

2 

100 

84 

100 

101 

98 

85 

92 

7 

100 

87 

100 

111 

98 

56 

90 

9 

100 

89 

100 

114 

98 

102 

90 

10 

100 

90 

100 

117 

98 

65 

88 

12 

100 

94 

100 

122 

98 

127 

84 

13 

100 

123 

98 

14 

100 

95 

100 

125 

98 

70 

78 

16 

100 

103 

100 

3 

96 

78 

76 

18 

100 

108 

100 

5 

96 

44 

72 

22 

100 

109 

100 

24 

96 

52 

66 

112 

100 

104 

64 

23 

100 

124 

100 

29 

96 

35 

50 

25 

100 

129 

100 

38 

96 

116 

Failure 

28 

100 

8 

98 

39 

96 

128 

Failure 

31 

100 

21 

98 

53 

96 

32 

100 

26 

98 

63 

96 

33 

100 

67 

96 

34 

100 

36 

98 

91 

96 

40 

100 

42 

98 

92 

96 

51 

100 

45 

98 

20 

94 

55 

100 

64 
66 

98 
98 

30 

94 

57 

100 

69 

98 

74 

94 

71 

100 

83 

98 

76 

94 

72 

100 

93 

98 

106 

94 

73 

100 

97 

98 

115 

94 

82 

100 

100 

98 

81 

92 

Si 

ibstitution  Test — Acci 

iracy  in  Per  Cent.  Pa 

gelll 

Subject  Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

3 

100 

72 

100 

33 

98 

103 

94 

7 

100 

73 

100 

36 

98 

52 

92 

10 

100 

82 

100 

38 

98 

67 

92 

12 

100 

83 

100 

40 

98 

111 

92 

13 

100 

85 

100 

63 

98 

127 

92 

14 

100 

84 

98 

16 

100 

87 

100 

92 

98 

53 

90 

18 

100 

89 

100 

95 

98 

56 

86 

22 

100 

90 

100 

108 

98 

102 

86 

24 

100 

91 

100 

112 

98 

104 

74 

94 

100 

44 

70 

25 

100 

100 

100 

115 

98 

35 

44 

26 

100 

101 

100 

117 

98 

116 

Failure 

28 

100 

106 

100 

125 

98 

128 

Failure 

31 

100 

109 

100 

20 

96 

32 

100 

114 

100 

64 

96 

34 

100 

65 

96 

39 

100 

123 

100 

74 

96 

42 

100 

124 

100 

81 

96 

45 

100 

129 

100 

93 

96 

51 

100 

2 
5 

98 
98 

97 

96 

55 

100 

8 

98 

122 

96 

57 

100 

9 

98 

21 

94 

66 

100 

23 

98 

70 

94 

69 

100 

29 

98 

76 

94 

71 

100 

30 

98 

78 

94 

38 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


Substitution  Test — Accuracy  in  Per  Cent.  Page  IV 


ubject    Score 


34 

125 

71 

23 

10 

45 

95 

9 

106 

66 

26 
16 
109 
129 
55 
32 
28 
90 
72 
69 

94 
97 
13 
67 
117 


104.0 
106.2 
107.4 
109.1 
110.9 
112.8 
115.6 
116.0 
116.4 
116.8 

117.2 
118.8 
121.4 
122.5 
124.0 
124.2 
127.4 
131.4 
132.8 
133.1 

135.0 
136.0 
137.6 
138.3 
139.4 


Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

2 

100 

10 

98 

12 

76 

65 

50 

3 

100 

16 

98 

20 

76 

114 

46 

5 

100 

87 

98 

26 

76 

44 

42 

7 

100 

108 

98 

33 

76 

42 

38 

21 

100 

124 

98 

39 

76 

13 

36 

23 

100 

78 

76 

28 

100 

71 

94 

22 

72 

69 

34. 

30 

100 

72 

94 

29 

72 

66 

30 

31 

100 

94 

94 

111 

72 

127 

26 

32 

100 

51 

90 

70 

68 

38 

22 

55 

90 

36 

18 

34 

100 

82 

90 

76 

68 

73 

14 

45 

100 

103 

90 

8 

66 

116 

Failure 

53 

100 

9 

88 

14 

64 

128 

Failure 

56 

100 

90 

88 

24 

64 

63 

100 

40 

86 

25 

64 

83 

100 

84 

64 

85 

100 

67 

86 

101 

64 

89 

100 

100 

86 

122 

64 

95 

100 

97 

84 

52 

62 

106 

100 

102 
104 

84 
84 

93 

60 

109 

100 

115 

84 

92 

54 

117 

100 

57 

82 

18 

52 

123 

100 

81 

82 

64 

52 

125 

100 

74 

80 

91 

52 

129 

100 

112 

80 

35 

50 

Substitution  Test — Index,  Page  I 


Subject     Score 


5 
31 
21 
82 
89 

30 

87 
7 

93 
8 

76 
101 
100 
123 

29 

63 

51 

2 

112 

83 
102 

25 

124 

3 

115 


141.2 
141.4 
144.6 
145.2 
145.7 

148.4 
153.3 
154.0 
154.3 
155.0 
155.2 
158.1 
163.9 
166.0 
167.0 

168.9 
170.0 
171.9 
172.0 
174.0 
174.3 
177.6 
179.7 
184.5 
187.6 


Subject       Score 


84 
111 
73 
40 
36 
78 
12 
33 
92 
52 

24 
38 
122 
22 
85 
57 
53 
14 
56 
74 

114 
20 
18 
91 

44 


191.0 
192.4 
197.0 
198.2 
198.7 
207.7 
208.3 
209.0 
214.4 
214.6 

220.4 
226.0 
226.3 
228.4 
239.5 
242.7 
247.2 
253.2 
256.7 
265.9 

266.1 
270.5 
293.3 
304.3 
310.3 


Subject 

103 
39 
64 
81 
42 

65 
70 
127 
108 
104 
35 
116 
128 


Score 

314.6 
314.8 
320.4 
324.4 
337.2 

413.5 

492.7 

511.2 

601.7 

807.4 

958.3 

Failure 

Failure 


TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC. 


39 


Subslitution  Test — Index,  Page  II 


Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

34 

64.4 

109 

112  0 

93 

144.5 

18 

220.2 

72 

73.6 

90 

112.2 

115 

146.4 

73 

224.0 

45 

76.9 

83 

113.3 

111 

146.9 

122 

229.8 

95 

78.2 

69 

113.5 

85 

152.2 

38 

232.3 

89 

80.8 

5 

114.6 

20 

153.0 

52 

238.5 

129 

81.0 

14 

154.2 

10 

82.4 

7 

117  0 

12 

154.4 

127 

247.1 

23 

85  0 

57 

117.0 

51 

154.6 

91 

253.1 

82 

88.2 

66 

118.0 

33 

155.6 

65 

265.9 

123 

89.2 

94 

118.6 

84 

158.2 

108 

336.0 

97 

118.8 

104 

364.4 

32 

89.4 

40 

119.0 

22 

161.0 

35 

812.0 

71 

90.8 

117 

119.0 

44 

168.1 

116 

Failure 

16 

91.2 

87 

122  0 

42 

173.4 

128 

Failure 

67 

93.8 

101 

122.2 

78 

180.3 

9 

94.2 

102 

123.3 

92 

181.8 

125 

95.5 

53 

182.3 

106 

98.1 

30 

123.4 

114 

184.3 

29 

98.9 

112 

124.6 

36 

188.7 

28 

103.8 

13 

125  0 

24 

189.6 

26 

104.1 

25 
63 

130.2 
130.2 

39 

191.0 

55 

106.0 

8 

130.6 

103 

198.4 

2 

107.4 

100 

131.0 

74 

200  0 

21 

107.6 

76 

131.9 

81 

208.9 

3 

108.3 

124 

140.8 

70 

215.4 

31 

111.4 

56 

143.3 

64 

217.3 

Subsiittdion  Tes 

t — Index, 

Page  III 

Subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

72 

65.2 

67 

96.5 

66 

131.4 

52 

194.8 

129 

69.2 

90 

97.8 

115 

132.0 

38 

204.7 

95 

70.4 

83 

102  0 

22 

136.0 

42 

205.0 

45 

72.0 

55 

103.0 

117 

136.1 

91 

215.0 

32 

74.4 

28 

104  0 

57 

138.0 

73 

222.0 

34 

75.0 

8 

138.8 

123 

75.6 

94 

104.2 

51 

139.0 

108 

242.2 

125 

75.7 

40 

105.1 

25 

149.8 

65 

255.0 

89 

76.6 

56 

105.3 

92 

152.2 

127 

257.2 

10 

78.0 

78 

105.5 

76 

154.0 

64 

283.6 

109 

106.6 

104 

283.8 

82 

79.0 

30 

113.7 

12 

154.2 

35 

756.8 

31 

80.2 

2 

116.1 

39 

155.0 

116 

Failure 

106 

82.0 

112 

116.1 

44 

155.7 

128 

Failure 

21 

87.9 

85 

117.2 

36 

158.3 

29 

88.2 

101 

117.8 

74 

159.4 

124 

89.2 

18 

160.0 

102 

90.7 

69 

119.0 

84 

161.2 

7 

91.0 

100 

120  0 

114 

168.0 

9 

91.2 

93 

121.2 

70 

168.5 

16 

91.2 

63 
20 

121.8 
121.9 

24 

176.2 

23 

91.2 

13 

125.0 

33 

186.3 

87 

92.4 

111 

125.2 

53 

187.8 

3 

94.2 

14 

128.0 

81 

188.5 

26 

95  0 

97 

128.3 

103 

190.6 

71 

95.0 

5 

130.6 

122 

193.1 

40 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


Substitution  Test — Index,  Page  IV 


ubjecfc 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

124 

57.8 

83 

97.6 

70 

198.6 

84 

684.6 

129 

58.0 

72 

97.9 

26 

201.6 

12 

728.4 

106 

63.0 

3 

99.8 

29 

204.4 

35 

748.4 

34 

63.4 

71 

99.8 

112 

216.0 

91 

756.5 

31 

65.0 

117 

100.0 

111 

219.5 

13 

793.9 

10 

68.4 

93 

221.0 

123 

69.0 

67 

110.5 

52 

242.9 

38 

825.5 

45 

69.6 

90 

110.5 

22 

270.0 

66 

828.7 

23 

72.0 

30 

111.4 

76 

275.6 

73 

857.1 

95 

72.8 

2 

112.0 

39 

278.9 

42 

867.4 

78 

113.4 

36 

972.2 

125 

73.6 

100 

114.0 

8 

280.3 

127 

1130.8 

89 

75.0 

40 

115.9 

101 

283.1 

116 

Failure 

5 

79.8 

63 

116.6 

44 

283.8 

128 

Failure 

102 

80.5 

65 

123.2 

92 

303.0 

7 

85.6 

97 

123.8 

115 

313.1 

21 

85.6 

108 

331.6 

87 

87.1 

94 

135.1 

24 

338.4 

16 

89.0 

55 

138.2 

14 

343.8 

109 

90.4 

57 

140.2 

122 

376.3 

85 

91.6 

20 
81 

154.7 
160.2 

69 

391.2 

32 

95.4 

51 

165.6 

18 

423.1 

9 

96.6 

104 

172.2 

64 

453.8 

28 

96.6 

33 

177.6 

74 

486.3 

82 

96.7 

53 

183.6 

25 

501.6 

56 

97.6 

103 

190.0 

114 

597.4 

Number  of  Sei 

itences  Correct 

subject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

3 

13 

78 

13 

97 

12 

65 

7 

5 

13 

83 

13 

109 

12 

74 

7 

7 

13 

84 

13 

122 

12 

20 

6 

9 

13 

89 

13 

8 

11 

35 

6 

10 

13 

90 

13 

12 

11 

91 

6 

16 

13 

21 

11 

23 

13 

92 

13 

25 

11 

38 

2 

26 

13 

93 

13 

85 

11 

18 

1 

31 

13 

94 

13 

101 

11 

40 

Failure 

32 

13 

95 

13 

112 

11 

44 

FaQure 

100 

13 

104 

Failure 

34 

13 

103 

13 

114 

11 

108 

Failure 

36 

13 

106 

13 

22 

10 

116 

Failure 

39 

13 

117 

13 

33 

10 

128 

Failure 

45 

13 

123 

13 

70 

10 

51 

13 

124 

13 

102 

10 

52 

13 

115 

10 

55 

13 

125 

13 

127 

10 

56 

13 

129 

13 

42 

9 

57 

13 

2 

12 

81 

9 

63 

13 

14 
28 

12 
12 

111 

9 

66 

13 

30 

12 

13 

8 

67 

13 

53 

12 

64 

8 

69 

13 

72 

12 

73 

8 

71 

13 

82 

12 

24 

7 

76 

13 

87 

12 

29 

7 

TESTS,    GENERAL   METHODS,    CLASSIFICATION,    ETC. 


41 


Sentences — Number  of  Ideas 

Subject 

Score 

Subject      Score 

Subject         Score 

Subject 

Score 

31 

48 

7             29 

78               23 

38 

13 

89 

43 

30             29 

52               22 

73 

13 

26 

41 

45             29 

76              22 

65 

12 

84 

41 

112             29 

85              22 

74 

11 

5 

40 

82            28 

129               22 

35 

10 

32 

40 

21              21 

63 

40 

117            28 

28               21 

18 

7 

69 

40 

124            28 

66               21 

64 

7 

125 

39 

71            27 

8               20 

40 

Failure 

9 

37 

95            27 

12               20 

44 

Failure 

114            27 

104 

Failure 

92 

37 

122            27 

33              20 

108 

Failure 

34 

36 

2            26 

39              20 

116 

Failxire 

16 

34 

94            26 

111              20 

128 

Failure 

57 

34 

123            26 

22               19 

3 

33 

103            25 

101               19 

93 

33 

29               18 

83 

32 

14            24 

102               18 

90 

32 

23            24 

127              18 

10 

31 

36            24 

13              16 

53 

31 

51            24 
56            24 

20              16 

67 

31 

97            24 

24              16 

87 

31 

100            24 

115              16 

106 

31 

109            24 

81              15 

25 

30 

55            23 

42              14 

70 

30 

72            23 

91              14 

Sentences — Index  of  Ideas 

Subject 

Score 

Subject         Score 

Subject        Score 

Subject 

Score 

26 

3.4 

100            6.5 

111              10.7 

74 

27.4 

57 

3.8 

117            6.5 

32              10.8 

35 

28.5 

31 

4.2 

85            6.9 

114             11.0 

12 

30.2 

125 

4.5 

94            6.9 

83             11.2 

65 

35.5 

84 

4.6 

123            7.0 

10             11.9 

73 

39.4 

71 

4.8 

76            14.2 

7 

5.2 

69            7.5 

25            15.0 

18 

40.4 

90 

5.2 

3            7.8 

28            15.6 

64 

40.4 

129 

5.2 

53            7.8 

39            16.0 

40 

Failure 

109 

5.4 

63            7.8 

14            16.7 

44 

Failure 

97            7.8 

104 

Failure 

45 

5.5 

23            8.0 

56            16.8 

108 

Failure 

52 

5.5 

103            8.1 

2            18.0 

116 

Failure 

106 

5.6 

87            8.2 

8            18.9 

128 

Failure 

51 

5.7 

122            8.2 

38            20.2 

67 

5.7 

124            8.2 

29            20.9 

92 

5.8 

21            21.7 

9 

5.9 

101            8.3 

22            22.2 

66 

6.0 

78            9.1 

24            22.9 

89 

6.0 

34            9.3 

20            23.8 

95 

6.0 

70            9.4 
16            9.6 

102            23.8 

72 

6.2 

55            9.6 

13            24.7 

93 

6.3 

115            9.9 

127            25.5 

112 

6.3 

30          10.0 

81            25.8 

5 

6.4 

33          10.1 

42            26.9 

82 

6.5 

36          10.3 

91            26.9 

42 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


Sentences — Number  with  an 

Association  Time 

oj  2  Seconds  or  Less 

Subject     Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

3             12 

123 

7 

87 

2 

53 

0 

26            12 

5 

6 

93 

2 

65 

0 

45            12 

18 

6 

111 

2 

73 

0 

90            12 

36 

6 

112 

2 

74 

0 

129            12 

124 

6 

25 

91 

0 

52            11 

28 

1 

57            11 

70 

5 

29 

1 

114 

0 

67            11 

95 

5 

34 

1 

115 

0 

109            11 

117 

5 

56 

40 

Failure 

81            10 

24 

4 

76 

44 

Failure 

42 

4 

104 

Failure 

102            10 

92 

4 

103 

108 

Failure 

125            10 

94 

4 

127 

1 

116 

Failure 

7              9 

101 

4 

2 

0 

128 

Failure 

31              9 

23 

3 

8 

0 

84              9 

33 

3 

10 

0 

71              8 

12 

0 

72              8 

55 

3 

13 

0 

85              8 

78 

3 

14 

0 

89             8 

9 

2 

16 

0 

100              8 

35 
38 

2 

2 

20 

0 

51              7 

63 

2 

21 

0 

66             7 

64 

2 

22 

0 

97             7 

69 

2 

30 

0 

106             7 

82 

2 

32 

0 

122              7 

83 

2 

39 

0 

Opposites  Accuracy,  in  Per  Cent. 
(With  each  Accuracy  Arranged  in  Order  of  Time) 


ubject 

Score 

Subject 

Score 

Subject 

Score 

Subject 

Score 

52 

100.0 

66 

85.0 

78 

65.0 

122 

12.5 

129 

97.5 

111 

85.0 

33 

65.0 

35 

12.5 

97 

97.5 

87 

85.0 

3 

65.0 

42 

10.0 

125 

97.5 

31 

82.5 

92 

62.5 

74 

5.0 

71 

95.0 

112 

82.5 

109 

62.5 

18 

Failure 

67 

95.0 

64 

62.5 

95 

95.0 

55 

82.5 

102 

62.5 

20 

Failure 

32 

95.0 

124 

80.0 

81 

60.0 

24 

Failure 

90 

92.5 

69 

80.0 

91 

60.0 

40 

Failure 

9 

92.5 

106 

80.0 

73 

55.0 

44 

Failure 

5 

75.0 

104 

Failure 

85 

92.5 

53 

75.0 

36 

55.0 

108 

Failure 

117 

92.5 

12 

75.0 

8 

52.5 

116 

Failure 

100 

92.5 

45 

72.5 

25 

50.0 

128 

Failure 

34 

92.5 

84 

72.5 

2 

50.0 

57 

90.0 

82 

72.5 

22 

47.5 

23 

90.0 

101 

45.0 

7 

90.0 

123 

72.5 

114 

55.0 

83 

90.0 

115 

72.5 

76 

42.5 

51 

87.5 

28 

72.5 

63 

42.5 

26 

87.5 

39 
29 

72.5 
72.5 

13 

40.0 

93 

87.5 

103 

70.0 

56 

37.5 

16 

87.5 

89 

70.0 

21 

30.0 

30 

87.5 

38 

67.5 

70 

27.5 

10 

87.5 

127 

67.5 

14 

22.5 

94 

85.0 

72 

65.0 

65 

22.5 

TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC. 


43 


Subject 


College  Maids 

Card  Sorting — Index 

Score  Subject 


Score 


20 

28.0 

11 

38.0 

18 

30.0 

1 

38.6 

17 

34.0 

12 

38.8 

10 

34.0 

8 

40.0 

19 

34.1 

6 

41.9 

16 

35.0 

4 

42.0 

13 

35.6 

5 

42.0 

IS 

35.9 

3 

44.4 

14 

36.0 

2 

45.5 

College  Maids 

Cancellation, 

"a" 

Test- 

-  Accuracy 

in  Per  Cent. 

(With  Each  Accuracy  Arranged  in  Order  of  time) 
Subje'-t,       Score  Subject         Score 


18 

100 

1 

94 

17 

100 

11 

94 

13 

100 

6 

92 

4 

100 

20 

92 

19 

98 

8 

90 

3 

98 

12 

88 

10 

98 

2 

70 

16 

96 

14 

60 

5 

96 

16 

48 

College  Maids 

Subject 


Subject 


Cancellation,  "a"  Test — Index 


Score 


Subject        Score 


6 

127.0 

1 

196.6 

18 

140.0 

2 

200.0 

19 

145.9 

17 

203.6 

3 

153.3 

10 

204.1 

16 

159.4 

13 

214.0 

20 

163.0 

8 

232.2 

12 

163.6 

15 

251.7 

5 

176.0 

4 

260.2 

11 

196.4 

14 

280.0 

College  Maids 

Memory  Span — No.  of  Digits  Recalled 
Score  Subject         Score 


20 

9 

19 

9 

18 

9 

17 

9 

16 

Q 

15 

9 

14 

9 

13 

9 

12 

9 

11 

3 
6 
10 
8 
4 
5 
2 
1 


44 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


College  Maids 
Substitution  Test — Accuracy  in  Per  Cent. 


Page  1 

Page  2 

Page  3 

Page  4 

Subject 

Score 

Subject     Score 

Subject 

Score 

Subject  Score 

1 

100 

1           100 

1 

100 

4         100 

4 

100 

2           100 

5 

100 

5         100 

6 

100 

5           100 

8 

100 

8         100 

10 

100 

12           100 

11 

100 

11         100 

12 

100 

15           100 

12 

100 

18          98 

13 

100 

18           100 

13 

100 

19          96 

3 

98 

19           100 

18 

100 

2          88 

5 

98 

4            98 

19 

100 

6          88 

8 

98 

6            98 

20 

100 

1          86 

11 

98 

10            98 

2 

98 

10          86 

15 

98 

11            98 

10 

98 

20          86 

17 

98 

20            98 

17 

98 

13          84 

19 

98 

13            96 

3 

96 

16          84 

16 

96 

17            96 

4 

96 

12          72 

18 

96 

8            94 

14 

96 

15          66 

20 

94 

14            94 

6 

94 

14          62 

2 

92 

16            94 

15 

94 

3          60 

14 

86 

3            92 

16 

94 

17          54 

College  Maids 

SubstitiUion  Test — Index 

Page  l 

Page  2 

Page  3 

Page  Jf 

Subject 

Score 

Subject       Score 

Subject 

Score 

Subject        Score 

11 

113.3 

11             81.6 

10 

71.4 

11             62.6 

10 

118.8 

10            83.1 

11 

76.0 

5            66.4 

19 

120.6 

19            93.0 

5 

78.8 

4            73.9 

17 

123.7 

5            95.4 

4 

82.4 

18            87.0 

20 

137.2 

4          103.1 

1 

86.2 

10            89.5 

12 

138.0 

20          103.5 

19 

86.6 

20            99.8 

1 

150.0 

12          104.0 

18 

87.2 

19          118.8 

6 

151.0 

2          105.8 

2 

96.5 

2          122.7 

13 

153.2 

1          112.0 

20 

97.2 

16          136.9 

16 

160.2 

18          120.6 

12 

101.4 

8          137.0 

4 

161.8 

16          121.7 

16 

109.4 

12          142.8 

3 

172.4 

17          127.1 

13 

115.4 

1          161.6 

8 

176.9 

6          128.0 

17 

130.4 

6          181.8 

15 

190.6 

15          128.0 

15 

136.5 

13          193.3 

18 

200.0 

13          135.2 

6 

138.3 

15          200.9 

5 

209.2 

3          153.0 

3 

146.0 

17          225.9 

2 

285.0 

8          210.4 

8 

165.2 

3          455.0 

14 

428.6 

14          312.8 

14 

229.4 

14          544.2 

College  Maids 

Opposites — Accuracy  in  Per  Cent. 

With  Each  Accuracy  Arranged  in  Order  of  Time 


Subject 

Score 

20 

100.0 

18 

100.0 

10 

97.5 

19 

95.0 

17 

90.0 

16 

90.0 

15 

87.5 

14 

87.5 

13 

87.5 

Subject 

Score 

12 

85.0 

1 

85.0 

8 

82.5 

11 

80.0 

4 

62.5 

6 

60.0 

5 

52.5 

2 

25.0 

3 

10.0 

TESTS,    GENERAL   METHODS,    CLASSIFICATION,    ETC. 


45 


OiRGiNAL  Scores  of  Tests  not  in  the  Bureau  of  Vocational  Guidance 

Series 

Original  Scores.     WrUing  Standard  Phrase.     Time  in  Sees,  and  Ralings  by 
Ayres'  and  by  Thorndike's  Scale  for  Measuring  Handwriting.     Bedford  88. 


Thorn- 

Thorn- 

Ayres' 

dike's 

Ayres' 

dike's 

Subject 

Sees. 

scale 

scale 

Subject 

Sees. 

scale 

scale 

84 

7.0 

40 

11 

56* 

15.8 

40 

9 

67 

7.6 

40 

10 

102* 

15.8 

30 

9 

7 

8.0 

50 

12 

122* 

15.8 

30 

9 

.94 

8.0 

40 

11 

2 

16.0 

50 

12 

106 

8.6 

70 

13 

12 

16.0 

40 

12 

89 

8.8 

50 

12 

22* 

16.0 

40 

9 

90 

9.0 

50 

15 

34 

16.0 

50 

11 

109 

9.0 

40 

11 

45 

16.0 

60 

14 

31 

9.2 

60 

13 

51* 

16.6 

40 

11 

66 

9.4 

50 

12 

73 

.      16.6 

70 

14 

71 

9.4 

50 

12 

92* 

17.0 

60 

l.> 

103 

9.6 

60 

12 

16 

17.2 

60 

15 

32 

10.0 

50 

13 

74 

17.4 

50 

11 

76 

10.0 

50 

12 

63 

18.0 

40 

11 

111 

10.0 

40 

9 

127* 

19.0 

30 

8 

5 

10.2 

60 

14 

28 

19.0 

40 

12 

26 

10.2 

40 

14 

3 

19.6 

80 

15 

30 

10.2 

60 

16 

81* 

19.6 

20 

6 

78 

10.2 

50 

13 

55 

21.0 

50 

9 

23 

10.6 

60 

15 

70 

21.0 

40 

9 

29* 

11.0 

50 

12 

39 

23.0 

30 

9 

57 

11.0 

60 

11 

65* 

23.0 

20 

8 

93 

11.0 

70 

13 

24* 

25.4 

30 

8 

123* 

11.2 

50 

12 

44* 

27.6 

40 

8 

82 

11.6 

40 

11 

114* 

32.8 

20 

6 

101* 

11.8 

40 

11 

53* 

37.6 

20 

7 

38* 

12.0 

30 

9 

20* 

42.6 

20 

9 

83 

12.0 

50 

12 

8* 

52.0 

40 

9 

115* 

12.0 

40 

12 

42* 

70.4 

20 

7 

125 

12.0 

50 

11 

91* 

72.4 

20 

7 

72 

12.2 

50 

13 

18* 

Failures 

20— 

0 

97 

12.2 

60 

13 

35* 

Failui'es 

20— 

0 

69 

12.4 

40 

9 

40* 

Failures 

20— 

0 

112* 

12.6 

60 

12 

64* 

Failures 

20— 

0 

129 

12.6 

50 

15 

104* 

Failures 

20— 

0 

14 

12.8 

50 

12 

108* 

Failures 

20— 

0 

100 

13.0 

60 

14 

116* 

Failiu-es 

20— 

0 

52 

13.2 

60 

12 

128* 

Failures 

20— 

0 

36 

13.4 

60 

13 

25 

13.8 

60 

15 

33 

14.0 

50 

9 

87* 

14.0 

50 

9 

124* 

14.0 

50 

11 

13 

14.8 

50 

12 

21 

14.8 

40 

11 

95 

14.8 

60 

15 

9 

15.0 

60 

13 

85* 

15.2 

50 

14 

10 

15.6 

40 

9 

117 

15.6 

60 

13 

1 

•Below  Grade  Group. 


46 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


Original  Scores. 

Reading  q 

Subject 

Seconds 

26 

9.4 

125 

9.8 

23 

10.0 

28 

10.0 

95 

10.6 

67 

10.8 

76 

11.0 

78 

11.2 

115 

11.2 

73 

11.4 

82 

11.4 

117 

11.4 

25 

11.6  • 

31 

11.6 

51 

11.6 

16 

11.8 

94 

11.9 

34 

12.0 

84 

12.0 

66 

12.2 

89 

12.4 

52 

12.6 

106 

12.6 

72 

12.8 

90 

13.0 

97 

13.0 

32 

13.2 

129 

13.2 

93 

13.6 

71 

13.8 

122 

13.8 

12 

14.0 

45 

14.0 

63 

14.0 

69 

14.0 

100 

14.0 

30 

14.2 

3 

15.0 

5 

15.0 

13 

15.0 

57 

15.0 

111 

15.0 

7 

15.6 

1 

15.8 

38 

15.8 

85 

15.8 

10 

16.0 

22 

16.0 

55 

16.0 

83 

16.4 

Reading  of  Standard  Passage — Time  in  Sees.     Bedford  88. 


Subject       Seconds 

123  16.4 

103  16.6 
92  16.8 

124  16.8 

39  17.0 
109  18.0 

36  18.2 

8  19.0 

101  19.0 
87  20.0 

112  22.0 

21  22.2 

56  23.0 

33  24.0 

14  26.0 

2  28.0 

70  29.0 

81  33.0 

29  40.0 

127  41.0 

44  50.0 

65  52.4 

24  53.0 

53  67.0 

74  71.0 

114  83.0 

102  95.0 

20  A  few  words  in  English. 

91  A  few  words  in  English. 

104  A  little  in  own  language. 

108  A  little  in  own  language. 

18  In  no  language. 

35  In  no  language. 

40  In  no  language. 
42  In  no  language. 
64  In  no  language. 

116  In  no  language. 

128  In  no  language. 


TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC. 


47 


Original  Scores. 


Subject 

Ace. 

126 

100.0 

45 

100.0 

94 

100.0 

100 

100.0 

99 

100.0 

30 

100.0 

69 

100.0 

10 

100.0 

51 

100.0 

66 

97.5 

87 

97.5 

23 

95.0 

84 

95.0 

7 

95.0 

34 

95.0 

55 

95.0 

25 

95.0 

89 

95.0 

85 

95.0 

73 

95.0 

5 

95.0 

63 

95.0 

28 

95.0 

90 

92.5 

52 

92.5 

83 

92.5 

31 

92.5 

78 

90.0 

57 

90.0 

71 

90.0 

iction  Test 

of  Woodworth 

and  Wells 

.     Per  Cent,  of 

d  Time  in 

Sees.     Bedford 

88—60. 

Seconds 

Subject 

Ace. 

Seconds 

87.0 

67 

90.0 

97.2 

87.0 

32 

90.0 

102.0 

89.8 

9 

90.0 

108.0 

99.0 

12 

90.0 

164.8 

104.0 

13 

87.5 

144.8 

134.6 

8 

87.5 

204.6 

136.8 

38 

87.5 

220.0 

142.6 

76 

85.0 

136.2 

145.0 

56 

80.0 

330.0 

77.8 

22 

80.0 

340.6 

146.0 

21 

77.5 

191.0 

70.0 

29 

77.5 

250.0 

86.6 

72 

75.0 

137.0 

96.6 

2 

72.5 

201.6 

109.8 

36 

70.0 

147.0 

114.8 

65 

67.5 

371.8 

118.4 

74 

67.5 

397.4 

128.0 

92 

60.0 

122.2 

130.2 

33 

52.5 

199.0 

146.6 

39 

52.5 

279.0 

151.6 

24 

47.5 

235.8 

164.8 

14 

47.5 

252.6 

173.6 

70 

35.0 

241.6 

72.0 

18 

Failure 

76.0 

20 

Failure 

92.0 

35 

Failure 

98.0 

40 

Failure 

87.0 

42 

Failure 

91.8 

44 

Failure 

92.6 

91 

Failure 

48  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


Original  Scores.     Hard  Direction  Test  of  Woodworth  and  Wells.     Per  Cent,  of 

Accuracy    and    Time    in    Sees.     Lab.    Group — SO 
Subj.  Ace.  Sees.  Subj.  Aee.  Sees. 


171 

97.5 

160.6 

165 

77.5 

270.0 

197 

97.5 

228.0 

929 

72.5 

523.0 

198 

97.5 

134.6 

860 

70,0 

123.0 

180 

95.0 

158.0 

183 

70.0 

188.4 

923 

95.0 

193.6 

170 

70.0 

202.8 

161 

92.5 

169.2 

184 

67.5 

314.2 

192  92.5  226.0  933  65.0  235.0 

906  92.5  256.0  928  65.0  369.8 

175  90.0  210.0  951  65.0  570.0 

935  90.0  520.0  169  65.0  204.0 


947 

90.0 

297.0 

172 

62.5 

269.0 

901 

87.5 

319.0 

909 

60.0 

290.0 

911 

87.5 

216.0 

937 

57.5 

251.6 

946 

87.5 

140.2 

186 

55.0 

252.0 

181 

85.0 

218.0 

168 

52.5 

300.0 

917 

85.0 

326.0 

939 

52.5 

223.2 

957 

85.0 

227.0 

903 

52.5 

413.0 

941 

82.5 

156.0 

189 

50.0 

328.0 

955 

82.5 

139.0 

193 

47.5 

381.6 

164 

80.0 

144.0 

908 

42.5 

285.8 

958 

80.0 

153.8 

959 

40.0 

425.0 

173 

80.0 

163.0 

163 

37.5 

227.4 

199 

80.0 

165.0 

194 

37.5 

432.0 

916 

80.0 

228.0 

177 

25.0 

485.0 

922 

80.0 

233.0 

167 

Failure 

926 

80.0 

246.0 

178 

Failure 

927 

80.0 

328.8 

904 

Failure 

919 

80.0 

511.6 

918 

Failure 

910 

77.5 

212.0 

925 

Failure 

930  77.5  252.0  956  FaUure 


TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC. 


49 


Original  Scores.     Easy  Direction  Test  of  Woodworth  and  Wells 
Accuracy  and  Time  in  Sees.     College  Maids 


Subj. 
17 
20 
18 
10 
19 
8 
9 
12 
13 
16 


Ace. 

100.0 

100.0 

100.0 

100.0 

97.5 

97.5 

95.0 

95.0 

90.0 

90.0 


Sees. 

57.2 

63.8 

69.4 

72.2 

76.4 

108.2 

92.0 

115.4 

109.8 

118.0 


Subj. 
11 

7 

1 

6 

2 

5 
15 

3 
14 

4 


Wells. 

Per  Cent,  of 

tO/S 

\.cc. 

Sees. 

90.0 

131.0 

90.0 

132.0 

90.0 

203.0 

85.0 

110.6 

80.0 

150.6 

77.5 

283.8 

75.0 

105.0 

75.0 

248.0 

65.0 

169.0 

65.0 

226.0 

Original  Scores.     Hard  Direction  Test  of  Woodworth  and  Wells.     Per  Cent,  of 
Accuracy  and  Time  in  Sees.     College  Maids 


Subj. 

Ace. 

Sees. 

Subj. 

Ace. 

Sees. 

13 

97 

5 

232.2 

11 

87.5 

184.8 

19 

92 

5 

133.4 

20 

82.5 

125.8 

17 

90. 

0 

79.4 

18 

75.0 

79.0 

10 

90.0 

155.0 

7 

75.0 

160.0 

15 

90.0 

192.0 

5 

67.5 

186.0 

16 

90 

0 

200.0 

4 

65.0 

284.4 

1 

90. 

0 

251.0 

14 

62.5 

283.0 

12 

90 

0 

255.0 

2 

55.0 

170.0 

9 

90.0 

256.0 

6 

47.5 

257.4 

8 

90. 

0 

280.0 

3 

45.0 

345.0 

Original  Scores. 

Cross  Line  Test  A. 

Number  of  Trials  and  Time 

in 

Sees. 

Bedford  88- 

43 

No.  of 

No.  of 

Subj. 

Trials 

Time 

Subj 

.     Trials 

Time 

45 

l-f 

8.4 

5 

2+ 

53.6 

23 

8.6 

52 

67.0 

55 

9.2 

39 

70.0 

30 

10.0 

3 

72.6 

31 

10.0 

25 

83.0 

16 

11.0 

18 

91.4* 

10 

12.8 

38 

240.0* 

7 

13.0 

36 

3+ 

240.0 

26 

14.2 

40 

15.0* 

57 

458.0 

22 

3— 

102.0* 

(3 

errors) 

2 

15.2 

14 

105.0 

(2 

34 

15.2 

33 

105.0 

(4 

32 

15.8 

44 

122.0* 

(3 

12 

16.0 

20 

130.0* 

(4 

51 

16.0* 

28 

131.6 

(2 

63 

16.0 

64 

155.0* 

(2 

21 

18.0 

35 

160.0* 

(3 

53 

18.0* 

24 

170.0* 

(2 

8 

18.2* 

56 

20.0* 

65 
9 

185.0* 
190.0 

(3 
(3 

13 

25.0 

42 

320.0* 

(3 

29 

26.8* 

50 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


In  the  column  giving  the  scores,  one  plus  means  that  the  test  was  solved  on 
the  first  trial  and  two  plus  on  the  second  trial  after  one  reproduction  of  the 
figure;  three  plus  on  the  third  trial  after  a  second  reproduction  of  the  figure. 
Three  minus  indicates  that  the  third  trial  contained  errors  from  one  to  four . 
which  the  subject  was  unable  to  correct.  Those  starred  are  the  Below  Grade 
Group.     The  others  had  finished  at  least  the  fifth  B  grade. 


Original  Scores. 

Cross  Ln 

No.  of 

Subj. 

Trials 

Time 

45 

1  + 

42.0 

16 

49.4 

10 

50.0 

13 

52.0 

31 

60.0 

7 

60.8 

21 

71.8 

12 

87.0 

34 

89.0 

25 

90.0 

23 

90.8 

55 

104.2 

30 

140.0 

32 

140.2 

57 

2+ 

66.0 

26 

199.0 

5 

292.0 

53 

317.2* 

28 

373.0 

29 

3+ 

302.4* 

36 

455.0 

2 

632.4 

'st  B.     Number  of  Trials  and  Time  in  Seconds. 
Bedford  88-43 


No.  of 

Subj. 

Trials 

Time 

24 

3— 

240.0* 

(8  errors 

42 

258.0* 

(9 

(1 

33 

304.0 

(8 

(( 

14 

304.8 

(6 

ti 

44 

305.0* 

(9 

11 

38 

340.0* 

(8 

u 

52 

345.0 

(8 

tl 

56 

350.0* 

(9 

11 

64 

365.0* 

(8 

11 

22 

375.4* 

(8 

tl 

9 

455.6 

(8 

(I 

63 

480.0 

(2 

tt 

40 

480.0* 

(5 

l( 

18 

521.2* 

(2 

It 

65 

540.0* 

(5 

It 

51 

545.0* 

(2 

It 

3 

618.0 

(8 

tt 

8 

640.0* 

(3 

tl 

39 

658.8 

(8 

It 

20 

Failure 

105.0* 

35 

Failure 

120.0* 

In  the  colmnn  headed  "No.  of  Trials,"  one  plus  means  that  the  test  was 
solved  on  the  first  trial  and  two  plus  on  the  second  trial  after  one  reproduction 
of  the  figure;  three  plus  on  the  third  trial  after  a  second  reproduction  of  the 
figure.  Three  minus  indicates  that  the  third  trial  contained  from  one  to  nine 
errors  which  the  subject  was  unable  to  correct.  Those  starred  are  the  Below 
Grade  Group. 


TESTS,    GENERAL   METHODS,    CLASSIFICATION,    ETC. 


51 


Original  Scores.     Construction  Test  A.     Time  in  Seconds,  Number  of  Additional 
Moves,  of  Impossible  Moves  and  Repetition  of  ImpossibleMoves.     Bedford  88 


Rep.  of 


Rep.  of 


Add. 

Imp. 

Imp. 

Add. 

Imp. 

Imp 

Subj. 

Time  Moves 

Moves 

1  Moves 

Subj. 

Time    Moves  Moves  Moves 

72 

5.2 

0 

0 

0 

26 

60.0 

6 

9 

3 

102 

7.4 

1 

0 

0 

65 

60.0 

6 

0 

0 

95 

7.8 

0 

0 

0 

51 

61.8 

10 

5 

3 

45 

8.6 

0 

0 

0 

94 

62.8 

18 

0 

0 

82 

9.4 

0 

0 

0 

55 

65.6 

3 

3 

4 

5 

9.8 

0 

0 

0 

39 

74.0 

5 

6 

3 

87 

10.0 

0 

0 

0 

100 

80.0 

18 

1 

0 

111 

10.0 

1 

0 

0 

2 

82.0 

9 

7 

2 

18 

11.0 

0 

0 

0 

14 

84.0 

7 

8 

2 

66 

11.4 

1 

0 

0 

85 

88.0 

17 

5 

0 

71 

11.6 

0 

0 

0 

108 

90.0 

8 

2 

1 

109 

11.6 

0 

0 

0 

64 

91.8 

10 

8 

3 

117 

12.2 

1 

0 

0 

127 

95.0 

18 

4 

1 

30 

13.0 

3 

0 

0 

33 

97.0 

13 

13 

7 

90 

13.6 

2 

0 

0 

35 

108.0 

15 

13 

6 

69 

14.0 

1 

0 

0 

22 

121.4 

6 

14 

5 

106 

14.0 

1 

0 

0 

74 

123.4 

12 

3 

5 

123 

14.0 

1 

0 

0 

92 

133.4 

26 

4 

2 

31 

15.2 

2 

0 

0 

97 

134.6 

28 

8 

1 

16 

17.0 

4 

0 

0 

52 

135.0 

14 

12 

6 

32 

17.0 

3 

1 

0 

115 

149.0 

18 

7 

2 

53 

18.0 

4 

1 

0 

128 

152.0 

23 

22 

7 

81 

18.0 

3 

0 

0 

83 

158.8 

35 

1 

0 

112 

18.0 

0 

0 

0 

103 

167.0 

35 

12 

10 

13 

18.2 

0 

0 

0 

104 

177.0 

22 

5 

7 

101 

18.4 

4 

1 

0 

44 

203.6 

30 

23 

13 

34 

18.8 

1 

0 

0 

70 

218.0 

57 

19 

26 

63 

19.8 

1 

1 

0 

122 

248.4 

49 

11 

25 

78 

20.0 

6 

1 

0 

12 

296.2 

31 

14 

13 

36 

21.0 

4 

0 

0 

91 

319.0 

19 

10 

8 

84 

22.0 

2 

1 

0 

38 

372.6 

28 

16 

22 

40 

23.2 

2 

5 

0 

10 

411.6 

58 

5 

0 

73 

25.6 

3 

0 

0 

56 

432.2 

25 

13 

35 

57 

26.0 

3 

5 

0 

42 

516.4 

41 

23 

34 

76 

28.0 

3 

1 

0 

3 

618.7 

56 

25 

2) 

8 

29.6 

5 

0 

0 

116 

600.0 

43 

17 

18  u< 

28 

30.0 

6 

2 

0 

25 

635.0 

23 

27 

19  P' 

67 

30.0 

4 

4 

0 

20 

682.8 

44 

38 

93) 

23 

33.0 

4 

2 

0 

114 

34.4 

6 

0 

0 

93 

35.0 

9 

1 

0 

129 

35.0 

6 

0 

0 

21 

35.4 

3 

3 

0 

7 

36.0 

10 

1 

0 

124 

47.0 

4 

2 

0 

9 

48.0 

6 

9 

2 

125 

51.4 

5 

4 

1 

24 

53.0 

8 

7 

0 

29 

53.6 

8 

8 

2 

89 

55.2 

16 

2 

0 

Failures 


52  THE       E.-TALITY    OF    THE    CRIMINAL   WOMAN 

Coticfruction  Test  B — Arranged  in  Order  of  Time  of  Solution. 


Character  of  Perf ormanoe 


87*  18.0  0  0  0  Good 


9* 

20.0 

6 

0 

0 

u 

102 

20.0 

20 

8 

0 

Queer  combination  of  in- 
sight and  lack  of  it 

32 

29.0 

0 

0 

0 

Good 

76 

30.0 

4 

0 

0 

<< 

117 

31.0 

0 

0 

0 

11 

31 

31.4 

0 

0 

0 

"    — Hurried 

72 

33.0 

5 

1 

0 

It 

82 

34.0 

0 

0 

0 

(( 

5 

38.0 

2 

0 

0 

(( 

52 

39.0 

4 

0 

0 

(< 

93 

39.2 

2 

0 

0 

(1 

106 

39.6 

2 

0 

0 

95 

41.0 

2 

0 

0 

<( 

111 

42.0 

3 

0 

0 

" 

7 

43.0 

1 

0 

0 

(( 

66 

46.0 

3 

0 

0 

(1 

10 

47.8 

0 

0 

0 

11 

53* 

50.4 

10 

0 

0 

It 

16 

52.8 

6 

0 

0 

ti 

89 

57.0 

3 

0 

0 

tt 

36 

60.0 

4 

0 

0 

51* 

60.0 

18 

0 

0 

It 

34 

61.0 

6 

0 

0 

tt 

45 

62.4 

7 

1 

0 

It 

123* 

66.0 

12 

0 

0 

tt 

55 

71.2 

5 

0 

0 

tt 

115* 

73.6 

14 

0 

0 

Quite  good 

57 

75.2 

12 

0 

0 

It        tt 

23 

76.4 

13 

0 

0 

It        tt 

12 

80.0 

11 

1 

0 

it        (( 

90 

85.0 

2 

0 

0 

Good 

114* 

85.4 

3 

0 

0 

Very  good 

14 

86.8 

15 

0 

0 

124* 

88.0 

8 

0 

0 

Good 

63 

93.0 

9 

2 

0 

Good  on  the  whole 

108* 

97.6 

8 

0 

0 

Slow  but  good 

24* 

97.8 

14 

3 

0 

Fau- 

78 

98.0 

29 

3 

0 

Slow  but  fair 

13 

101.0 

4 

0 

0 

Good 

TESTS,    GENERAL    METHODS,    CLASSIFICATION,    ETC. 


53 


109 

110.2 

17 

3 

33 

114.6 

23 

3 

71 

114.6 

10 

0 

30 

116.8 

17 

0 

26 

118.6 

13 

1 

91* 

118.8 

8 

0 

125 

122.8 

34 

0 

94 

126.8 

32 

0 

42* 

131.6 

17 

0 

67 

135.0 

25 

8 

74 

145.4 

24 

2 

112* 

146.6 

34 

2 

84 

156.0 

34 

0 

83 

160.6 

35 

0 

129 

166.0 

34 

0 

81* 

196.2 

46 

6 

104* 

199.0 

30 

2 

73 

209.4 

5 

0 

2 

220.6 

29 

0 

101* 

223.6 

45 

3 

22* 

227.6 

17 

6 

3 

229.0 

17 

2 

28 

232.0 

46 

0 

64* 

250.4 

42 

3 

29* 

255.0 

64 

4 

8* 

278.4 

48 

1 

97 

292.6 

76 

1 

100 

294.0 

50 

0 

127* 

294.8 

73 

0 

20* 

301.2 

50 

10 

103 

309.6 

60 

20 

69 

330.0 

65 

4 

44* 

372.0 

216 

70 

390.0 

65 

4 

116* 

433.0 

69 

5 

18* 

443.6 

66 

8 

40* 

506.0 

37 

6 

21 

553.0 

33 

2 

65* 

900.0 

38 

56* 

900.0 

113 

39 

900.0 

116 

25 

900.0 

117 

128 

900.0 

122 

35* 

900.0 

135 

38* 

900.0 

155 

85* 

900.0 

160 

92* 

900.0 

241 

82* 

900.0 

239 

Many 


Many 


0 

Fairly  good 

0 

Only  fair 

0 

Good 

0 

(( 

0 

Fair 

0 

Pretty  good 

0 

Fair 

0 

(1 

0 

a 

0 

Only  fair 

0 

Slow  but  fair 

0 

Fair  but  not  quick  to  see 

0 

Confased  but  fair 

0 

Only  fair 

0 

Peculiar  but  fair.    (Insane) 

0 

Poor        perfectly  bUnd 

2 

Not  even  trial  and  error; 

0 

Morphine  habit;  erratic 

0 

Fair 

1 

BHnd  except  for  short  inter- 

vals when  method  was  fair 

3 

Poor 

0 

(( 

0 

Fair 

0 

Very  poor 

0 

Haphazard  but  finally  saw 

5 

Morph.  habit  evident;  er- 

ratic, and  haphazard 

0 

Fair,  slow  to  see 

0 

Slow  to  see 

0 

Slow  and  dull 

4 

Not  even  trial  and  error 

0 

((               li              U             U              (1 

0 

Fair. 

Not  even  trial  and  error. 

2 

Blind  in  spots. 

0 

Poor  but   not  absolutely 

2 

blind. 

2 

Trial  and  error. 

0 

K               ((             (( 

Blind  in  spots. 

Not  even  trial  and  error. 


CHAPTER  III 


Experimental  Data  and  Results 

Section  I.    Height 
Materials:  Stadiometer  and  milimeter  rule. 

Method  of  Measurement:  As  a  usual  thing  in  the  Bedford  laboratory  height 
was  measured  the  subject's  shoes  removed.  This  method  was  not  feasible 
in  the  Cincinnati  laboratory,  and  so  \\'ith  the  Bedford  88  we  followed  their 
method  of  not  removing  the  subject's  shoes.  The  height  recorded  is  the  height . 
in  shoes  minus  the  height  of  the  heel  measured  in  miUhaeters  with  rule  or 
calipers.  For  the  rest  the  Cincinnati  procedure  differed  in  no  way  from  our 
own  routine. 

^.  The  subjects  stood  erect,  heels,  shoulders  and  head  in  contact  with  the  rod. 
Combs  in  the  way  were  removed  and  the  hair  taken  down  if  it  was  worn  on 
the  top  of  the  head.  Care  was  taken  that  the  head  was  held  in  a  normal 
position.  The  shding  rod  was  then  brought  down  to  rest  easily  but  firmly  on 
the  head  and  the  reading  made. 

Sitting  height,  the  subject  sat  erect  on  the  platform  of  the  stadiometer  with 
spine  and  head  well  back  against  the  measuring  rod.  Both  heights  were 
recorded  in  centimeters. 

TABLE  1 

Height,  in  Cm. 

Percentiles,  QuartUe  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade 

Groups  and  for  the  Standard  Cincinnati  Groups  of  14, 

15,  and  Retarded  14  and  15-Y ear-Old 

Working  Girls 


a  "S 

o 

c 

d  a 
•d  § 

1  s 

^ 

•*^ 

v    t, 

"  ^ 

4S 

Group* 

a 
§ 

0 

d 

§  PM 

5    <B 

(0    43 

a 
3 

pm 

.2 

PM 

£,    W 

J2   iO 

b 

u 

•"  C^ 

t^ 

(0 

<c 

XI 
43 

01 

Si 

<M     -C 

!s  "O 

^ 

U5 

s 

5i 

p§ 

P 

3 

Bedford          88 

160.4 

156.1 

152.3 

4.3 

3.8 

173.5 

138.4 

C.      15 

161.6 

157.5 

153.6 

4.1 

3.9 

174.7 

142.0 

C.      14 

159.0 

155.0 

150.5 

4.0 

4.5 

170.0 

137.2 

Retarded  C.      14t 

Retarded  C.      15t 

Below-Grade  Group 

158.4 

153.6 

152.0 

4.8 

1.6 

164.5 

138.4 

Grade  Group 

165.0 

157.4 

152.4 

7.6 

5.0 

173.5 

140.5 

Vth  Grade 

166.0 

156.5 

153.2 

9.5 

3.3 

169.5 

152.3 

Vlth  Grade 

162.1 

156.1 

153.0 

6.0 

3.1 

166.8 

141.8 

Vllth  Grade 

1     165.3 

159.0 

151.5 

6.3 

7.5 

173.0 

140.5 

Vlllth  Grade 

160. 1 

158.4 

154.5 

1.7 

3.9 

173.5 

149.7 

*  For  the  definition  of  these  groups  see  pages  2.3  and  24. 
t  We  have  not  the  data  necessary  to  compute  the  percentiles  in  height  of 
this  group. 

54 


/tr.t*     liij- 


/59S  /S/S 

I  fib  IH3I, 


Curve  1. — Bedford  88  and  C.  15 


CuHVE  3. — Bedford   Vllltli   Grade.   C. 
15  and  C.  14  Vlllth  Grade 


40- 


30- 


20- 

v\ 

/o- 

\\ 

/■' 

/ 

,,i 1 1 

V 

1         1 

ity.b^       nrf       IS9.5-       'Sir       /vj.r 
isq.h       isi.<=        I'll  I, 

Curve  2. — Grade  ,Group,   Below   Grade 
Group,  C.  15  and  C.  14 


«9- 


30- 


50  ■ 


ej5 

C.14- 


/476-f      i(.%r       isrr      ins-       I'iis^ 

Curve  4. — Bedford  Vth  Grade,  C.  15  and 
C.  14  Vth  Grade 


Height 


56  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

Results:  The  members  of  the  Reformatory  group  are  on  the 
whole  slightly  shorter  in  height  than  the  Cincinnati  working 
girl  of  15  years  (see  Curve  1).  There  is  among  them,  however, 
no  individual  who  is  as  short  as  the  shortest  working  girl  of 
C.  14,1  i^  g,^  137,2  cm.  If  the  Bedford  88  are  divided  into  two 
groups  according  as  they  had  or  had  not  reached  as  advanced 
a  grade  upon  leaving  school  as  the  working  children,  the  Grade 
Group,  with  its  equivalent  schoohng,  are  6.6  cm.  taller  than  the 
others,  the  Below-Grade  Group  at  the  25th  percentile,  3.8  cm. 
taller  in  median  height,  and  0.4  cm.  taller  at  the  75th  percentile. 
This  Grade  Group  is  taller  than  C.  15  only  at  the  25th  percentile. 

The  Bedford  5th  Grade  is  distinctly  taller  than  the  working 
girl  of  the  same  grade  (see  Curve  4).  Curiously  enough,  at 
the  25th  percentile  the  Bedford  5th  Grade  is  taller  than  the 
Bedford  8th  Grade — a  fact  to  be  remembered  when  considering 
the  results  of  certain  of  the  mental  tests  that  follow. 

Sitting  height  has  not  been  tabulated  for  the  working  children 
up  to  date.  We  have  compiled  Table  2,  which  gives  the  dis- 
tribution of  the  Grade  Group  and  the  Below-Grade  Group  with 
respect  to  standing  height  and  sitting  height  in  terms  of  the 
norms  established  by  the  Child  Study  Department  of  the  Chicago 
Public  Schools.-  These  norms  were  established  by  arranging 
all  the  measurements  for  each  age  in  the  order  of  their  increasing 
height.  The  shortest  record  was  called  0;  the  others  were 
divided  into  ten  numerically  equal  sections,  0-10,  10-20,  20-30, 
etc.,  percentile  groups,  respectively.  The  highest  record  of 
each  of  these  groups  was  then  recorded  as  the  10th,  20th,  etc., 
percentile.  Accordingly,  40-50  contains  the  median  record, 
70-80  the  25th  percentile,  and  20-30  the  75th  percentile  record. 
The  normal  distribution  of  our  records,  then,  after  each  has 
been  referred  to  a  table  of  her  own  age,  might  be  expected  to 
put  10  per  cent,  in  each  of  the  ten  divisions  of  0-10,  20-30,  30-40, 
etc.,  and  not  more  than  one  record  at  zero.  We  have  added  two 
divisions  at  the  extremes  of  the  percentile  scale  for  those  of 


^For  the  definition  of  this  and  the  following  group  abbreviations,  see  p.  23. 
2  Child  Study  Report  No.  3  of  the  Department  of  Child  Study,  1903,  by 
Fred  Warren  Smedley,  Chicago,  pp.  23-25. 


EXPERIMENTAL    DATA    AND    RESULTS 


57 


our  subjects  who  were  taller  than  the  100th  percentile  record 
of  the  normal  subjects  and  "Below  0"  for  those  who  were  shorter 
than  the  standard  zero  record. 

TABLE  2. 

The  Distribution  of  the  Height  of  SS  Reformatory  Subjects  with  Respect  to 
the  Various  Percentile  Groups  under  which  they  come  in  Smedley's 
Tables  of  Normal  Individuals  of  Corresponding  Ages 


Height  Standing 

Height  Sitting 

Smedley's 

Percentile 

Distribution 

Grade-Group 

Below-Grade 
Grade 

Grade-Group 

Below-Grade 
Grade 

No. 

Per 

Cent. 

No. 

Per 

Cent. 

•NT             Per 

No.        ^     ^ 

Cent. 

No. 

Per 

Cent. 

Above   100 

90-100 
80-90 
70-80 
60-70 
50-60 
40-50 
30-40 
20-30 
10-20 
0-10 
0 

Below        0 

0 
6 
6 
3 
2 
1 
5 
3 
6 
6 
16 
0 
0 

0.0         0 
11.1         0 
11.1         0 

5.6  1 

3.7  1 

1.8  1 
9.3         4 
5.6  1       4 

11.1  '       4 

11.1  1       6 

29.6       12 

0.0         0 

0.0  :      1 

0.0 

0.0 

0.0 

2.9 

2.9 

2.9 

11.8 

11.8 

11.8 

17.7 

35.3 

0.0 

2.9 

0 

2 
5 
4 
3 
6 
4 
7 
4 
6 
10 
0 
3 

0.0 
3.7 
9.3 

7.4 
5.6 

11.1 
7.4 

12.9 
7.4 

11.1 

18.5 
0.0 
5.6 

0 
0 
1 

1 
2 
1 
4 
4 
6 
5 
9 
0 
1 

0.0 

0.0 

2.9 

2.9 

5.9 

2.9 

11.8 

11.8 

17.7 

14.7 

26.5 

0.0 

2.9 

Total                              54 

34 

54 

34 

25th  Percentile 

Median 

75th  Percentile 

70-80 
20-30 
10-20 

30-40 

10-20 

0-10 

60-70                  40-50 
30-40                  20-30 
10-20                   O-IO 

Table  2  shows  the  Reformatory  women  to  be  distinctly  below 
the  normal  in  height  sitting  and  standing.  They  are  ten  per 
cent,  nearer  the  standard  height  sitting  than  standing  which 
means  that  they  are  disproportionately  long  waisted.  The 
Grade  Group  are  slightly  taller  than  the  Below-Grade  Group 
at  the  75th  and  median  record  points;  they  are  decidedly  taller 
at  the  25th  percentile.  One  third  of  this  group  are  above  the 
median  height  for  normal  persons  of  their  own  age,  but  51  per 
cent,  of  them  are  no  taller  than  the  shortest  30  per  cent,  of  the 


58 


THE    MENTALITY    OF    THE    CRIMINAL   WOMAN 


normal  group.  Of  the  Below  Grade  Group  only  7.8  per  cent, 
are  above  the  median  normal  height  and  67.7  are  no  taller  than 
the  shortest  30  per  cent.  55.9  per  cent,  of  them  are  no  taller 
than  the  shortest  20  per  cent,  of  normal  individuals  of  correspond- 
ing age. 

In  the  Grade  Group  there  is  no  individual  taller  than  the 
tallest  normal  individual  and  in  the  Below-Grade  Group  the 
tallest  individual  is  at  the  80th  percentile  record  point  of  the 
normal  series. 

Section  2.     Weight 

Materials:  The  Standard  anthropometric  scale  recommended  in  Whipple's 
manual. 

Method  of  Measurement:  Here  again  the  Cincinnati  procedure  did  not  differ 
from  that  already  in  use  at  Bedford.  The  weight  was  taken  with  the  subject 
clothed.  Our  subjects  were  weighed  in  institution  clothes,  which  are  of 
proportionally  equal  weight  for  all.  The  weight  was  read  to  twentieths  of  a 
kilogram. 

TABLE  3. 

Weight,  in  Kg. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Vth,  Vlth,  Vllth  and  Vllth  Grade  Groups  and  for  the 
Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14  and  15-year- 
old  Working  Girls 


o 

— 

a  -5 

fl  '5 

© 

<D 

.2  § 

<2g 

■o  U 

•a  w 

4^ 

5  t- 

03    V, 

*i 

43 

Group 

a 
o 

a 

a 

O 

CM 

•°   IN 

Is 

1 

"•5 

4^ 

<J   TS 

«.;  x) 

p. 

^ 

§ 

5^ 

Si 

t) 

9 

Bedford         88 

63.7 

58.8 

53.3 

4.9 

5.5 

101.6 

42.5 

C.      15 

54.0 

49.1 

44.8 

4.9 

4.3 

95.0 

34.9 

C.      14 

49.7 

45.4 

40.2 

4.3 

5.2 

86.3 

29.5 

Retarded  C.      14* 

Retarded  C.      15* 

Below-Grade  Group 

63.0 

59.3 

55.5 

3.7 

3.8 

78.5 

42.5 

Grade  Group 

64.2 

58.1 

52.9 

6.1 

5.2 

101.6 

43.6 

Vth  Grade 

76.5 

66.2 

61.9 

10.3 

4.3 

79.2 

53.6 

Vlth  Grade 

62.0 

56.8 

52.9 

5.2 

3.9 

75.4 

43.6 

Vllth  Grade 

61.3 

56.1 

51.5 

5.2 

4.6 

101.6 

45.0 

Vlllth  Grade 

63.7 

57.3 

52.7 

6.4 

4.6 

71.7 

44.0 

*We  have  not  the  data  necessary  to  compute  the  percentiles  of  these  groups 
in  this  test. 


EXPERIMENTAL   DATA    AND    RESULTS 


59 


50- 


Ho- 


G   15 


10- 


/         C  I  5  -     ■ 
M      c  I  4--     -      • 


_i I i_ 


6001-  iV7  W9  •/X9 

J-O  Vi  JV 


Curve  5 


Curve  7 


50- 


20- 


6flO+         59;9  V??  y/?  JS"} 

So  va  jy  ~ 


•iO- 

..,.. 

-   5  <r»»j.  . 

5-  .       -     . 

A                    /          ^ 

1  4-  -       "    - 

HO- 

/           \     I          >       \ 

30- 

/  \  /                  \ 

\ 

\ 

\ 

ao- 

/       '                    \ 

\ 

\ 

10- 

/  / 
//• 

,     r    .     .     . 

\ 

\ 
\ 

1 

7/.94         7H  Si*}  H9.«?  "(i^*?  3J19 

60  5*  HO.  3*/ 


Curve  6 


Curve  8 


Weight 


60  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

Results:  The  Reformatory  women  are  decidedl}^  heavier  than 
the  15-year-old  working  girl.  They  are  9.7  kg.  heavier  at 
the  25th  percentile,  9.7  kg.  at  the  median  and  8.5  kg.  at  the 
75th  percentile.  The  subject  whose  weight  was  least  of  all  was 
7.6  kg.  heavier  than  the  lightest  working  girl  of  fifteen. 

There  is  a  tendency  for  the  Below-Grade  Group  to  be  slightly 
heavier  than  the  Grade  Group,  and  the  5th  Grade  is  decidedly 
heavier  than  the  8th.  The  weight  of  the  latter  exceeds  that  of 
the  former  by  12.8  kg.,  8.9  kg.  and  9.2  kg.  at  the  three  percentile 
records.  This,  of  course,  means  a  negative  correlation  with 
grade  in  the  case  of  the  Reformatory  group,  whereas  the  corre- 
lation for  the  Cincinnati  working  children  was  a  positive  one. 
This  negative  correlation  does  not  maintain  throughout.  The 
6th  and  7th  Grades  are  slightly  less  heavy  than  the  8th,  but  the 
differences  are  less  than  in  the  case  of  the  corresponding  standard 
grade  groups. 

The  Below-Grade  and  the  5th  Grade  are  conspicuously  heavier 
— over  10  kg. — than  C.  15. 

Since  the  Reformatory  subjects  are  older  than  the  working 
girls,  it  is  natural  that  they  should  exceed  them  in  weight;  it 
does  not  follow,  however,  that  their  weight  is  normal  for  their 
age.  To  determine  this  the  weight  of  each  girl  was  referred  to 
the  Smedley^  tables  of  percentiles  for  normal  groups  of  the  same 
age.  The  number  and  per  cent,  that  come  within  each  of  the 
various  normal  percentile  groups  are  given  in  Table  4.  Instead 
of  an  even  distribution  of  one-tenth  of  the  records  at  each  per- 
centile point,  with  but  few  exceptions  our  subjects  are  very 
much  heavier  than  the  average  individual  of  their  own  age. 
The  distribution  is  even  less  normal  for  the  Below,  than  for  the 
Grade  Group.  About  75  per  cent,  of  the  Grade  Group  are  heav- 
ier than  the  median  of  normal  weight;  over  80  per  cent,  of  the 
Below-Grade  Group  are  heavier  than  the  median  of  normal 
weight. 

Ubid.  pp.  23-25. 


EXPERIMENTAL    DATA    AND    RESULTS 


61 


TABLE  4. 

The  Distribution  of  the  Weight  of  88  Reformatory  Subjects  with   Respect 
to  the  Various  Percentile  Groups  under  which  they  come  in  Smedley's 
Tables  of  Normal  Individuals  of  Corresponding  Age. 


Smedley's 

Percentile 

Distribution 

Grade-Group 

Below-Grade 
Grade 

No. 

Per 
Cent. 

No. 

Per 
Cent. 

Above  100 

90-100 
80-90 
70-80 
60-70 
50-60 
40-50 
30-40 
20-30 
10-20 
0-10 
0 

Below      0 

1 

18 
9 
7 
3 
0 
9 
0 
2 
2 
3 
0 
0 

1.8 

33.3 

16.7 

12.9 

5.6 

0.0 

16.7 

0.0 

3.7 

3.7 

5.6 

0.0 

0.0 

0 
10 
11 
3 
2 
1 
3 
0 
1 
2 
1 
0 
0 

0.0 
29.4 
32.4 
8.8 
5.9 
2.9 
8.8 
0.0 
2.9 
5.9 
2.9 
0.0 
0.0 

Total 

54 

25th  Percentile 

Median 

75th  Percentile 

90-100 
80-  90 
40-  50 

90-100 
80-  90 
60-  70 

Section  3.     Strength  of  Grip 

Materials:  A  Smedley  Djoiamometer. 

Method  of  Measurement:  The  Cincinnati  procedure  in  this  test,  as  in  the 
two  preceding,  is  practically  identical  with  that  already  in  use  at  Bedford. 
Dr.  WooUey's  directions  were:  "The  experimenter  showed  the  instrument 
to  the  child,  and  then  proceeded  about  as  follows:  'This  instrument  is  to 
maasure  how  strong  your  hand  is.  I  will  show  you  how  it  works,  I  take  it 
in  my  hand  this  way  (holding  it  down  at  the  side)  and  then  squeeze  just  as 
hard  as  I  can.  The  harder  I  squeeze,  the  farther  those  pointers  move  on  the 
scale,  and  one  of  them  stays  in  place  when  I  let  go  to  show  how  hard  I  have 
squeezed.  See?  Now  hold  out  your  hand  and  let  me  see  how  big  it  is. 
(Adjust  the  instrument  roughly  to  the  size  of  the  child's  hand.)  Now  you 
take  it.  Hold  it  down  at  your  side,  and  see  how  hard  you  can  squeeze.' 
The  experimenter  watched  the  child  closely,  and  if  he  saw  him  pushing  against 
his  side  with  the  instrmnent,  he  warned  him  not  to  do  so  again,  and  discarded 
that  reading." 

We  ordinarily  said:  "This  is  something  that  is  used  in  gymnasiums  to  tell 
people  how  strong  they  are.  Let's  see  how  strong  you  are!  First  we  must 
make  the  handle  fit  your  hand  (adjusts  it).  Now  take  it  in  your  hand  hke 
this  (experimenter  illustrates)  and  hold  it  down  by  your  side  hke  this.     Don't 


62 


THE    MENTALITY    OF    THE    CKIMINAL    WOMAN 


press  it  up  against  your  side,  just  squeeze  it  with  yoiu"  hand.  The  harder 
your  squeeze  the  farther  around  these  Uttle  hands  will  go  and  one  of  them 
will  stay  out  there  after  you  let  go  to  show  us  how  strong  you  are.  Alright, 
now  you  take  it  and  give  it  the  very  hardest  grip  you  can."  It  proved  safer 
not  to  say  "instrument,"  after  the  standard  directions,  because  so  many  of 
the  Reformatory  women  were  afraid  of  strange  machines  as  a  result  of  electri- 
cal shocks  received  at  Coney  Island.  It  is  just  as  well,  too,  wdth  defectives, 
to  warn  them  explicitly  not  to  press  the  instrument  up  against  their  side. 
Otherwise  too  many  trials  have  to  be  discarded.  After  each  trial  we  said 
"Good!  Now  again!"  In  both  the  Cincinnati  and  the  Bedford  laboratories 
the  two  hands  were  tested  alternately,  three  times  each.  The  percentiles 
etc.,  are  based  on  the  best  of  the  three  readings. 

Results:  In  strength  of  grip  with  the  right  hand  the  Reforma- 
tory subjects  exceed  the  working  girl  of  15  by  2.1  kg.  at  the 
median  records  and  by  3.  and  1.8  kg.  at  the  25th  and  75th  per- 
centiles. The  Grade  Group  is  stronger  than  the  Below-Grade 
Group  by  2.,  1.7  and  1.  kg.  at  the  three  percentiles  respectively, 
but  even  the  Below-Grade  Group  excel  the  working  girl  of  15. 
The  general  shape  of  the  curve  of  the  Below-Grade  Group  is 

TABLE  5. 
Strength  op  Grip,  in  Kg. — Right  Hand. 
Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 
and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded 
14  and  15-year-old  Working  Girls 


a£ 

d^ 

2 

■S 

a  5 

.2  '-S 

a 

a 

M     U 
^     S 

S§ 

ts 

_*s 

Group 

g 

O 

a 

S 

«5 

s5 

a 
3 

S 
3 

Ph 

a 

PM 

.o  S 

.o  o 

u 

u 

N 

t^ 

o 

(D 

^ 

4^ 

<J.  -o 

•^   73 

a 
p 

^ 

§ 

Qi 

5  § 

t> 

o 

Bedford        88 

31.7 

28.0 

25.0 

3.7 

3.0 

41.0 

9.5 

C.      15 

28.7 

25.9 

23.2 

2.8 

2.7 

35.0 

13.0 

C.      14 

26.4 

22.7 

19.8 

3.7 

2.9 

37.0 

9.0 

Retarded  C.      14 

27.0 

23.0 

20.0 

4.0 

3.0 

33.0 

9.0 

Retarded  C.      15 

Below-Grade  Group 

30.0 

27.0 

25.0 

3.0 

2.0 

35.0 

15.0 

Grade  Group 

32.0 

28.7 

26.0 

3.3 

2.7 

41.0 

9.5 

Vth  Grade 

35.0 

31.0 

26.5 

4.0 

4.5 

41.0 

19.5 

Vlth  Grade 

31.5 

28.7 

25.5 

2.8 

3.2 

36.0 

18.0 

Vllth  Grade 

31.5 

27.5 

25.0 

4.0 

2.5 

39.5 

9.5 

Vlllth  Grade 

32.0 

27.0 

26.5 

5.0 

0.5 

39.0 

18.5 

EXPERIMENTAL  DATA  AND  RESULTS 


63 


HO- 

y 

-^^                 e  15 

^ 

r. 

\ 

30- 

r 

\ 

\ 

\ 
\ 
\    \ 

10- 

yj 

\\ 

10- 

1           .1 

1 

1           1           1      ^^ 

HO- 

C  1  5  -      ■ 
C  l<f-      " 

^..de 

30- 

/    / 

1          y>''       ' 

io- 

/     / 
/     / 
/     / 

/                \ 

\ 

10- 

'                 y' 

1             1            \/ 

1 

304 

30S          ib.s- 
Curve  9 

3jr 

/t  6 

3¥b-t       3-yi-       3of       3.b_r       a.i_r 

Job         HI'  U  «>         'f<> 

Curve  11 


/Tjr         It  s- 

IH.b 


HO- 

f^ 

8.d/c 

C    1  5          

CI4-         

30- 

10- 

-J^- 

V 
\ 
\ 
\ 
\ 

J       ^ 

^\A 

\ 

/      / 

n\ 

\ 

10- 

1           1           1 

1               1         . — 1 , 

3t.n-       J-tf         3o^s        2b_s        iif        /gr  /-/y 

30  (,  21,  k  2.1b  It  b  iTb 


Curve  10 


Curve  12 


Strength  of  Grip — Right  Hand 


64 


J'HE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


quite  coincident  with  that  of  C.  15.  (See  Curve  10.)  The  5th 
Grade  is  obviously  stronger  than  the  8th  Grade  as  it  was  taller 
and  heavier.     (See  Percentiles.) 

The  same  relative  differences  characterize  the  various  groups 
in  the  strength  of  grip  with  the  left  hand,  except  that  they  approx- 
imate more  nearly  to  the  records  of  the  standard  group.  Our 
whole  group  of  subjects  are  still  consistently^  superior  to  the 
15-year-old  girl  and  the  5th  Grade  is  still  superior  to  the  8th. 
There  is  one  record  in  the  left  grip  among  the  Bedford  Group 
that  is  lower  than  the  poorest  record  of  the  15-year-old  girls. 
All  the  other  records,  however,  are  markedly  better  than  the 
lowest  of  the  working  children  at  15. 


TABLE  6. 

Strength  of  Grip,  in  Kg. — Left  Hand. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded 

14  and  15-year-old  Working  Gii'ls 


Group 


c  ° 

c  a 

.5  '-S 

a  -^ 

© 

■a   ?, 

■B  c 

c 

+2 

^^ 

^S 

o 

0) 

^ 

Hi 

c 

«5 

11 

(N 

^ 

(U 

>^  -a 

ej   'O 

§ 

5  § 

Q% 

Bedford 

C. 

C. 
Retarded  C. 
Retarded  C. 


15 
14 
14 
15 


Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 


28.0 

24.7 

22.0 

3.3 

2.7 

27.6 

24.5 

21.3 

3.1 

3.2 

25.7 

22.7 

19.5 

3.0 

3.2 

26.0 

22.0 

20.0 

4.0 

2.0 

28.0 

24.5 

21.5 

3.5 

3.0 

28.5 

25.0 

22.0 

3.5 

3.0 

30.5 

28.5 

22.5 

2.0 

6.0 

27.0 

24.7 

22.0 

2.3 

2.7 

28.7 

26.2 

22.7 

2.5 

3.5 

25.0 

23.5 

22.0 

1.5 

1.5 

43.0 

35.0 
37.0 
34.0 


33.0 

43.0 
43.0 
34.5 
32.0 

28.5 


10.0 

11.0 
8.0 
8.0 


14.0 

10.0 
21.0 
17.5 
10.0 
21.0 


EXPERIMENTAL  DATA  AND  RESULTS 


65 


Table  7  shows  the  number  and  per  cent,  of  subjects  whose 
grip  is  high,  low  or  average  as  compared  with  the  normal  records 
of  corresponding  age.^  Each  of  the  Bedford  88  was  referred  to 
the  Smedley  table  for  her  age  and  a  record  made  of  the  normal 
percentile  group  in  which  her  grip  fell.  In  strength  of  grip  of 
the  right  hand  nearly  60  per  cent,  of  the  Grade  Group  are  no  bet- 
ter than  the  poorest  30  per  cent,  of  normal  subjects;  nearly  75  per 
cent,  of  the  Below-Grade  Group  are  as  poor  as  the  weakest  30  per 
cent,  of  the  normal  subjects;  in  strength  of  grip  left  hand  nearly 
81.5  per  cent,  of  the  Grade  Group  are  poorer  than  the  median 
of  the  normal  group,  66.7  per  cent,  are  as  poor  as  the  lowest 
30  per  cent,  of  the  normal  group,  and  75  per  cent,  of  the  Below- 
Grade  Group  are  as  weak  as  the  weakest  30  per  cent,  of  the  nor- 
mal group.  Accordingly,  though  they  are  absoultely  stronger 
than  the  working  girl  of  15,  a  very  high  per  cent,  of  them  are 
below  what  is  the  normal  strength  of  grip  for  their  age. 

TABLE  7. 

The  Distribution  of  the  Strength  of  Grip  of  88  Reformatory  Subjects  with 

Respect  to  the  Various  Percentile  Groups  under  which  they  come  in 

Smedley's  Tables  of  Normal  Individuals  of  Corresponding  Age 


Grip  Right 

Grip  Left 

Smedley's 
Percentile 

Grade  Group 

Below-Grade 
Group 

Grade  Group 

Below-Grade 
Group 

Distribution 

No. 

Per 

Cent. 

No. 

Per 

Cent. 

No. 

Per 

Cent. 

No. 

Per 

Cent. 

Above    100 

90-100  ^ 
80-90 
70-80 
60-70 
50-60 
40-50 
30-40 
20-30 
10-20 
0-10 
0 

Below        0 

0 
2 
1 
4 

4 
3 
2 
7 
5 
5 

16 
1 
4 

0.0 
3.7 
1.8 
7.4 
7.4 
5.6 
3.7 

12.9 
9.3 
9.3 

29.6 
1.8 
7.4 

0 
0 
0 
0 

2 
3 
2 
2 
3 
7 

11 
2 
2 

0.0 
0.0 
0.0 
0.0 
5.9 
8.8 
5.9 
5.9 
8.8 
20.6 
32.3 
5.9 
5.9 

1 
1 
1 
0 
3 
4 
6 
2 
4 
9 
20 
0 
3 

1.8 

1.8 

1.8 

0.0 

5.6 

7.4 

11.1 

3.7 

7.4 

16.7 

37.0 

0.0 

1       5.6 

0 
0 

1 
0 
0 
3 
2 
2 
6 
4 
12 
1 
3 

0.0 

0.0 

2.9 

0.0 

0.0 

8.8 

5.9 

5.9 

17.7 

11.8 

35.3 

2.9 

8.8 

Total 

54 

34 

54 

34 

25th  Percentile 

Median 

75th  Percentile 

50-60 

20-30 

0-10 

30-40                  40-50 

10-20                  10-20 

0-10                   0-10 

20-30 

10-20 

0-10 

'Smedley  tables  ibid.  pp.  23-25. 


66  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

Section  4.     Steadiness  of  Hand 

Standard  Method.  "Materials:  Steadiness  tester  (see  Whipple's  Manual, 
Test  13,  illustration  and  description),  stop-watch,  electric  sounder,  dry  bat- 
tery. The  steadiness  tester  is  a  metal  plate  set  in  a  frame  which  supports 
it  at  an  angle  of  45°  to  the  surface  of  the  table.  The  plate  contains  nine  roimd 
holes,  arranged  in  two  rows,  four  in  the  upper  row  and  five  in  the  lower.  They 
decrease  in  size  from  the  left  hand  one  in  the  top  row,  which  is  a  half  inch  in 
diameter,  to  the  right  hand  one  in  the  lower  row  which  is  Vei  of  an  inch  (see 
Whipple,  1.  c).  The  instrument  has  a  binding  post  which  is  attached  to  a 
battery  composed  of  three  drj'  cells.  The  battery  is  attached  at  its  other 
pole  to  one  binding  post  of  a  telegraph  sounder.  To  the  other  post  of  the 
sounder  is  attached  a  flexible  wire,  which  leads  to  a  metal  pencil,  having  a 
wooden  holder.  The  metal  pencil  is  about  the  size  and  shape  of  an  ordinary 
lead  pencil,  except  that  the  metal  rod  projects  two  inches  beyond  the  wooden 
holder. 

"Method  of  testing:  The  child  was  so  placed  with  reference  to  the  table  that 
his  elbow  was  on  a  level  with  the  surface  of  the  table,  and  at  such  a  distance 
from  the  instrument  that  when  the  pointer  was  held  just  inside  one  of  the 
holes,  the  elbow  was  as  far  forward  as  the  front  surface  of  the  body.  The 
adjustments  of  height  were  made  by  means  of  a  wooden  platform  large  enough 
to  hold  the  chair  on  which  the  child  sat,  and  a  series  of  wooden  frames,  each 
about  an  inch  thick,  which  could  be  placed  under  it.  The  shorter  the  child, 
the  more  frames  needed  under  the  platform.  The  same  device  was  used  to 
adjust  the  height  of  the  child  to  the  tapping  board,  and  to  the  card-sorting 
box.i 

"When  the  child  was  correctly  placed,  the  experimenter  proceeded  as  follows: 
'This  is  an  instrument  to  measure  the  steadiness  of  your  hand.  When  I  put 
this  metal  pencil  into  one  of  these  holes,  and  hold  it  still,  (illustrates)  nothing 
happens,  but  as  soon  as  my  hand  moves  a  little  and  makes  the  pointer  touch 
the  side  of  the  hole,  it  causes  that  click  (illustrates).  Now  I  want  you  to 
put  the  pencil  straight  into  the  middle  of  this  hole  (pointing  to  the  fourth 
one — the  smallest  in  the  top  row)  and  see  how  still  you  can  hold  it — how  few 
chcks  you  can  make.  Now  try  it  to  let  me  see  if  you  hold  the  pencil  correctly 
(corrects  any  errors  of  position).  Now  that  is  correct.  I  will  tell  you  when 
to  put  the  pencil  in,  and  when  to  take  it  out,  and  don't  mind  the  first  few 
chcks  when  you  put  the  pencil  in.     They  don't  count,  anyway.' 

■'  The  stop-watch  was  started  as  the  pencil  was  placed  in  the  hole,  but  contacts 
were  not  counted  during  the  first  three  seconds.  Contacts  were  counted  for 
fifteen  seconds,  making  eighteen  seconds  in  aU  in  which  the  pencil  was  held 
in  each  hole.  The  point  arbitrarily  selected  as  the  limit  of  the  child's  capacity 
was  the  smallest  hole  in  which  not  more  than  twelve  contacts  were  made. 

"It  was  necessary  for  the  experimenter  to  watch  the  child  very  carefully 
during  this  test,  since  many  errors  were  possible.  Often,  in  spite  of  the  pre- 
liminary warning,  the  pencil  was  put  into  the  hole  at  an  angle,  and  had  to  be 
straightened  before  the  test  could  proceed.  Sometimes  it  was  withdrawn 
from  the  hole  and  held  just  barely  in  front  of  it  instead  of  inside.  Sometimes 
it  was  held  against  the  side  of  the  hole,  thus  causing  a  continuous  contact,  but 
only  one  sound.  The  same  result  could  be  accomphshed  by  thrusting  the 
pencil  very  far  into  the  hole  untU  it  touched  the  back  of  the  instrument.  Each 
experimenter  was  trained  to  watch  the  child's  hand  continuously  during  the 
fifteen  seconds  of  the  test,  except  for  necessary  glances  at  the  stop  watch. 


^In  our  laboratory  the  tester  was  fastened  on  a  httle  platform  that  was 
attached  to  the  wall  and  that  could  be  raised  or  lowered  to  give  the  required 
height.     This  introduced  no  difference  save  that  it  was  easier  to  adjust. 


EXPERIMENTAL    DATA    AND    RESULTS  67 

If  any  of  these  errors  occurred,  the  test  was  stopped,  the  error  pointed  out, 
and  the  same  hole  tried  again  later. 

"The  experimenter  began  each  time  with  the  fourth  hole  in  the  top  row, 
using  the  child's  right  hand,  and  followed  with  a  test  of  the  left  hand  in  the 
same  hole.  The  hands  were  alternated  throughout  the  test,  and  the  instru- 
ment moved  back  and  forth  across  the  table  to  bring  the  required  hole  opposite 
the  hand  to  be  tested.  If  more  than  twelve  contacts  were  made  in  the  fourth 
hole,  the  next  trial  was  given  in  the  third  hole — a  larger  one.  If  the  number 
of  contacts  was  less  than  thirteen,  but  more  than  three,  the  next  trial  was 
given  in  the  fifth  hole — a  smaller  one.  If  the  number  of  contacts  was  three 
or  less,  the  fifth  hole  was  omitted  and  the  next  trial  was  given  in  the  sixth 
hole.  The  object  in  omitting  a  hole  in  case  the  number  of  contacts  was  very 
small,  was  to  equahze  the  fatigue  effects.  In  case  there  was  a  sudden  jump 
in  the  number  of  contacts  made,  or  some  disturbance  occurred  which  affected 
a  given  test,  the  same  hole  was  tried  once  more.  If  everything  went  smoothly, 
and  the  progression  from  hole  to  hole  was  normal,  each  hole  was  tried  but 
once  with  each  hand. 

■'  Criticisms:  The  chief  source  of  error  in  this  piece  of  apparatus  is  that  very 
Light  touches  are  sometimes  not  registered,  either  because  one  of  the  metal 
surfaces  has  become  tarnished,  or  because  the  batteries  begin  to  weaken. 
The  inner  surfaces  of  the  holes  and  the  metal  pencil  should  be  kept  polished, 
and  the  batteries  should  be  renewed  every  few  months. 

''Method  of  dealing  with  results:  The  results  were  recorded  in  terms  of  the 
smallest  hole  reached  with  each  hand,  and  the  number  of  contacts  made  in 
that  hole — a  number  which  was,  according  to  the  rule  adopted,  always  twelve 
or  less." 

This  test  is  difficult  to  explain  so  that  the  duller  type  of  Bed- 
ford subject  will  remember  all  of  the  directions.  In  a  preliminary 
series  of  tests  it  was  found  that  they  were  more  apt  than  not  to 
jerk  the  pencil  out  when  it  began  to  click  too  fast  to  suit  them, 
so  we  felt  it  wise  to  add  this  supplementary  warning  to  the  stand- 
ard directions,  "No  matter  what  happens,  or  how  many  times  it 
may  click,  do  not  take  the  pencil  out  until  I  tell  3''ou  that  you 
may  do  so." 

Results:  The  Reformatory  women  have  greater  steadiness  of 
hand  than  the  15-year-old  girl  (see  Curve  13).  At  all  three 
percentiles  the  records  show  that  they  held  the  pencil  as  steadily 
or  with  even  fewer  contacts  in  the  hole  next  smaller  than  the 
one  which  marks  the  same  record  of  the  working  girl  of  15. 
Both  the  upper  and  the  lower  limits  are  indicative  of  the  greater 
steadiness  of  our  subjects.  The  lowest  score  of  the  working 
girls  is  decidedly  lower  than  the  poorest  record  of  the  Bedford 
Below-Grade  Group,  and  there  is  no  record  among  them  as 
good  as  the  best  Reformatory  record.  The  Below-Grade  Group 
is  not  inferior  to  the  Grade  Group  at  the  25th  percentile;  at  the 


68 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


I    I 


1     1 

y  ' 

1     i 

^ 

y 

,  ■  " 

/ 

'     ' 

^  ■ 

/ 

i  -^ 

^^ 

- 

> 

*3 

'^    ^^^^ 

p^.      . 

*               1              ' 

<         < 

_ 

-^^xl- 

"V 

\"-^ 

-jOO 

\ 

CD 

^^ 

\ 

\ 
\ 
\ 
\ 
\ 

Eh 

X 

o 

< 

H 
O 


EXPERIMENTAL    DATA    AND    RESULTS 


69 


median  and  below  it  is  poorer,  but  it  is  markedly  superior  to  the 
C.  15  group  at  all  three  percentiles  (see  Curve  14). 

The  5th  Grade  is  conspicuously  better  than  the  same  grade 
among  the  working  girls  and  better  than  the  8th  Grade  of  the 
Reformatory  group  (see  Curves  15  and  16).     Part  of  the  greater 

TABLE  8. 

Steadiness  of  the  Right  Hand. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vllth  Grade  Groups 
and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 
and  15-year-old  Working  Girls. 


Group 

o 

'•3 

a 

o 

© 

S3 
lO 

a 

i 

<B 

a 

3 

u 

a 
p. 

43 

a 
o 

0 

11      c 

H       C 

H     C 

H    C 

H       C 

Bedford        88 

C.      15 
C.      14 

Retarded  C.      14 
Retarded  C.      15 

Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 

7       10 

6  11 
5        8 

5  9 

7  10 

7      11 
7        9 

6  3 

7  6 
6        1 

6        7 

5       12 
4        6 

4  9 

5  2 

6  6 
6        6 
6       10 
6        7 
6        6 

5        9 

4  9 

3        2 

3  5 

5  11 

6  12 
6       9 

4  5 

5  5 

6  11 

9     4 

8    9 
8  10 
8  10 

8  8 

9  4 
8  10 

8  7 

9  4 
7     7 

4  minus 

2        8 
2       11 
2       11 

4  minus 

4  minus 
6       12 
4  minus 
4  minus 
4        7 

H  =  Number  of  Hole. 
C  =  Number  of  Contacts. 


success  of  our  subjects  over  the  standard  group  is  doubtless  due 
to  the  fact  that  they  worked  in  an  absolutely  quiet  room. 
Chiefly,  it  is  because  they  are  so  phlegmatic;  it  is  the  result, 
too,  of  their  dullness.     For  the  most  part  they  foresee  no  possibil- 


70  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

ity  of  contacts  and  are  spared  the  nervousness  of  anticipation. 
They  do  not  ihiJik  nor  become  apprehensive,  and  so  they  do 
not  interfere  with  their  muscular  control,  which,  of  course,  by 
virtue  of  their  greater  maturity  should  be  superior.  Such  as  it 
is,  it  has  a  maximum  opportunity  to  operate. 

Section  5.     Rapidity  of  Movement. 

Standard    Method.     "Materials:  Tapping    board    (see  Whipple's    Manual, ' 
Test  10),  electric  enumerator,  stop-watch. 

"Criticism:  The  accuracy  of  recording  contacts  with  an  electric  enumerator 
has  been  frequently  questioned.  We  found  our  instrument  accurate  for 
any  rate  of  speed  which  we  obtained  either  from  children  or  from  adults. 

"Method  of  administering  the  test:  The  child  was  adjusted  with  reference  to 
the  tapping  board  at  such  a  height  that,  when  sitting  up  straight  on  his  chair, 
his  forearm  rested  easily  on  the  tapping  board  (for  method  of  adjustment,  see 
steadiness  test).  The  experimenter  then  explained  the  test  as  follows:  'I 
want  you  to  rest  your  arm  on  the  board  this  way  [does  it]  so  that  your  arm 
touches  the  board  aU  the  way  from  the  elbow  to  the  wrist,  and  then  see  how 
fast  you  can  tap  with  this  instrument  on  this  metal  plate,  this  way,  just  moving 
your  hand  from  the  wrist  [does  it].  Do  you  see  that  pointer  move  once  every 
time  this  pencil  touches  the  plate,  so  that  by  watching  it,  I  can  tell  how  fast 
you  are  tapping?  Now  be  sure  not  to  hft  Vour  wrist  from  the  board  while 
you  are  tapping.  Now  you  try  it.  [Child  is  allowed  to  tap  a  very  few  seconds 
— method  criticized  if  wrong.]  Now  hold  your  hand  aU  ready,  and  the  instant 
I  say  "now,"  begin  to  tap,  and  tap  just  as  fast  as  you  possibly  can  until  I 
teU  you  to  stop.' 

"The  experimenter  then  took  the  reading  of  the  dial,  placed  the  stop-watch 
in  his  left  hand,  and  gave  the  signal  to  start.  He  started  the  watch  when  the 
child's  hand  moved  down  for  the  first  tap,  and  then  took  the  readings  of  the 
dial  when  the  second-hand  passed  the  15,  30,  45  and  60-second  marks. 

"Criticisms:  This  method  of  taking  the  readings  is  undoubtedly  open  to 
criticism.  To  read  one  moving  point  by  another  is  a  difficult  and  uncertain 
operation.  None  of  the  experimenters  was  allowed  to  give  the  test  until  he 
had  had  a  period  of  practice,  and  had  tested  his  abihty  by  taking  readings 
simultaneously  with  a  skilled  person.  Because  of  these  sources  of  error, 
small  differences  between  one  record  and  another  cannot  be  considered  signifi- 
cant, but  large  differences  certainly  are. 

"Method  of  dealing  ivith  results:  The  number  of  taps  for  each  quarter  of  a 
minute  was  obtained  by  subtracting  each  reading  of  the  dial  from  the  follow- 
ing one.  The  number  of  taps  for  the  first  and  second  half-minutes,  and  for 
the  whole  minute  were  then  added  up.  As  an  index  of  fatigue  we  calculated 
what  per  cent,  of  the  first  fifteen  seconds'  taps  had  been  lost  in  the  last  fifteen 
seconds.  The  justice  of  considering  this  value  as  an  indication  of  the  amount 
of  fatigue,  depends  upon  whether  or  not  the  individual  being  tested  was  really 
putting  forth  his  best  effort  throughout  the  test.  It  is  obviously  impossible 
to  be  sure  of  this  in  any  case.  The  instructions  were  given  in  a  way  designed 
to  call  out  a  maximum  effort  for  speed,  but  of  course  not  every  child  responded. 
There  are  even  a  few  negative  indices  in  the  series.  The  defect  is  one  common 
to  all  tests  for  fatigue." 


TABLE  9. 

Tapping.     Nuaiber  of  Taps  in  30  Seconds — Right  Hand. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  Working  Girls. 


(D 

® 

0  -S 

S  -2 

— 

S 

•3  « 

^^ 

Group 

d 
a; 
o 

a 

3 

a 

3 

PM 

eS 

a, 

^12 

a 

•c 

a 

tj  "O 

tj  'C 

A 

& 

S 

5  i 

Q^ 

^ 

J 

Bedford        88 

181 

159 

121 

22 

38 

235 

24 

C.      15 

181 

171 

161 

10 

10 

234 

105 

C.      14 

178 

167 

157 

11 

10 

225 

96 

Retarded  C.      14 

175 

166 

158 

9 

8 

225 

96 

Retarded  C.      15 

Below-Grade  Group 

160 

136 

102 

24 

34 

188 

24 

Grade  Group 

185 

175 

152 

10 

23 

235 

65 

Vth  Grade 

170 

157 

115 

13 

42 

198 

65 

Vlth  Grade 

181 

169 

149 

12 

20 

195 

83 

Vllth  Grade 

194 

179 

145 

15 

34 

235 

72 

Vlllth  Grade 

185 

180 

156 

5 

24 

195 

73 

TABLE  10. 
Tapping.     Number  of  Taps  in  60  Seconds^Right  Hand. 
Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 
and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 
and  15-year-old  Working  Girls. 


Group 


o 

a 

<o 

u 

u 

© 

a 

fk 

eS 

a 

"O 

+3 

« 

§ 

5     Ci 


^  lO 


03 

n 

1^ 

4S 

1 

4S  Si 

,J] 

U 

■^  f^ 

o 

5§ 

a 
a 

U 

Bedford 

C. 

C. 

Retarded  C. 

Retarded  C. 


15 
14 
14 
15 


Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 


349 

345 
338 
333 


2(320 
11303 
2(363 
1  1362 

332 
352 
373 
365 


310 
325 
315 
314 


293 
270 

345 
334 
302 
318 
345 
345 


252 
305 
297 
297 


272 
224 
330 
295 
254 
278 
308 
318 


39 
20 
23 
19 


27 
33 
18 
28 
30 
34 
28 
20 


58 

452 

20 

440 

18 

430 

17 

430 

21 

412 

46 

393 

15 

441 

39 

452 

48 

368 

40 

377 

37 

452 

27 

382 

48 
201 
216 
216 


43 
48 
155 
135 
135 
204 
158 
149 


*For  the  Grade  and  Below-Grade  Group  opposite  (1)  are  the  percentiles 
based  upon  the  first  trial,  opposite  (2)  those  based  upon  the  second  trial. 


TABLE  11. 

Tapping.     Number  of  Taps  in  30  Seconds — Left  Hand. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Groxip,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  Working  Girls. 


<D 

a> 

© 

'■5  p. 

•a  o 

Group 

a 

o 
u 

s 

d 

P 

S 

5  o 

^5 

+2    JS 

3 

S 

Ph 

a 

Oi 

^  o 

s  O 

d 

Li 

t^ 

S3 

5i 

5i 

^ 

3 

Bedford        88 

162 

147 

123 

15 

24 

208 

20 

C.      15 

156 

144 

132 

12 

12 

201 

91 

C.      14 

153 

139 

127 

14 

12 

198 

86 

Retarded  C.      14 

151 

138 

128 

13 

10 

198 

94 

Retarded  C.      15 

Below-Grade  Group 

•   147 

132 

114 

15 

18 

182 

20 

Grade  Group 

168 

155 

131 

13 

24 

208 

78 

Vth  Grade 

153 

131 

102 

22 

29 

162 

85 

Vlth  Gr.ade 

161 

151 

135 

10 

16 

185 

103 

Vllth  Grade 

175 

168 

147 

7 

21 

208 

78 

Vlllth  Grade 

168 

160 

130 

8 

30 

179 

93 

TABLE  12. 
Tapping.     Number  of  Taps  in  60  Seconds — Left  Hand. 
Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  VHth  and  Vlllth  Grade  Groups 
and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 
and  15-year-old  Working  Gii-ls. 


o 

.11 

■a  S 

•o  ® 

Group 

1 

a 
o 
u 

4i  a 

4^  ja 

43 

3 

4d 

a 
2 

J)     4J 

a  ■« 

Ph 

2 

^ 

•°  12 

fe 

+3 

.J  -a 

5i 

<«  -a 

p. 
a 

Bedford        88 

314 

281 

233 

33 

48 

413 

155 

C.      15 

295 

272 

251 

23 

21 

372 

175 

C.      14 

287 

263 

243 

24 

20 

372 

167 

Retarded  C.      14 

278 

260 

241 

18 

19 

368 

177 

Retarded  C.      15 

Below-Grade  Group 

277 

262 

223 

15 

39 

355 

43 

Grade  Group 

321 

295 

260 

26 

35 

413 

155 

Vth  Grade 

284 

280 

216 

4 

64 

310 

180 

Vlth  Grade 

301 

290 

260 

11 

30 

348 

203 

Vllth  Grade 

324 

320 

278 

4 

42 

413 

155 

Vlllth  Grade 

329 

312 

260 

17 

52 

335 

185 

EXPERIMENTAL    DATA    AND    RESULTS 


73 


Curve  17 


Curve  19 


©15 

C    I  4- 


30- 


\         /v    6,5--       • 


Curve  18 


HOI+  HOO  3  to  3iO  2.?0  IHo 

ibi  33.1  XSl  IHI 


Curve  20 


Tapping.     Number  of   Taps  in  One  Minute — Right  Hand 


74  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

Results:  We  illustrated  the  way  to  hold  the  stjdus,  place  the  arm, 
move  only  the  wrist,  etc.,  and  we  tapped  once  to  show  that  the 
counter  clicked  and  once  again  to  show  that  the  hand  on  the  dial 
moved  when  the  contact  was  made.  We  did  not  illustrate  further 
letting  the  subject  tap  "a  very  few  seconds."  In  this  we  evidently 
failed  to  carry  out  the  standard  method.  Directions  for  our 
tests  were  built  up  from  notes  taken  on  a  short  visit  to  Cincinnati 
when  Dr.  Woolley  had  as  yet  no  written  formulation  of  the 
method  in  use.  Under  the  circumstances  it  is  not  so  surprising 
that  this  discrepancy  should  occur. 

Perhaps  this  variation  from  the  Standard  Method  was  fortun- 
ate rather  than  otherwise,  because  it  has  thrown  into  relief 
how  a  direction  that  seems  thoroughly  clear  to  us  may  have 
little  significance  for  our  subjects.  The  direction — ^' Tap- 
just-as-fast-as-you-possihly-can  until  I  tell  you  to  stop" — seems 
almost  as  concrete  and  simple  a  direction  as  one  could  well  give, 
yet  the  results  show  that  to  many  of  them  it  was  an  abstract  re- 
quest and  curiously  enough  much  less  concrete  than  the  request  to 
sort  cards  as  quickly  as  possible  into  four  compartments  (Test  6). 
They  attacked  the  latter  task  with  dispatch,  whereas  here  they 
nearly  all  began  to  tap  very  slowly,  often  at  a  rate  not  faster 
than  once  a  second.  They  were  most  painstaking  and  were 
apparently  trying  hard  to  do  what  was  required.  It  was  equally 
evident  that  they  were  puzzled  and  without  any  clear  concep- 
tion of  what  was  desired.  By  the  end  of  30  sec.  or  a  minute 
they  were  beginning  to  comprehend  what  it  meant  to  tap  quickly; 
by  the  end  of  the  last  quarter  of  the  first  minute  many  were 
tapping  much  faster  than  at  the  beginning. 

This  failure  to  appreciate  at  the  outset  the  requirement  to 
tap  as  fast  as  possible  renders  the  indexes  meaningless  for  many 
of  them  as  indexes  of  fatigue.  Equally  high  negative  indexes 
result  from  tapping  at  a  slow  rate  throughout  the  entire  minute 
but  tapping  disproportionately  slowly  at  the  beginning,  or  from 
tapping  at  a  fairly  good  rate  all  along  but  extremely  fast  at  the 
end.  The  first  is  a  record  quite  without  value  either  as  a 
measure  of  an  individual's  abihty  to  tap  or  of  her  fatiguableness. 
The  latter  reveals  an  initial  dullness  of  comprehension  of  what 
is  required  with  a  final  realization  and  gives  evidence  of  a  high 


EXPERIMEHTAL    DATA    AND    RESULTS 


75 


degree  of  ability  to  tap  rapidly.  So  it  is  we  find  that  the  major- 
ity of  the  high  negative  indexes  of  tapping  with  the  right  hand 
appear  in  the  8th-grade  group  on  the  one  hand  and  in  the  Below- 
Grade  Group  on  the  other  (see  Table  14). 

We  have  made  the  assumption  that  the  lower  numerical 
indexes  are  the  better  ones  in  the  case  of  the  standard  group 
and  that  for  the  most  part  when  the  percentiles  of  the  Bedford 
group  correspond  with  the  range  of  those  of  the  standard  group, 
we  are  getting  actual  indexes  of  fatigue.  In  the  tabulation  and 
interpretation  of  our  records  it  was  impossible  to  arrange  the 
indexes  of  our  subjects  in  the  order  of  their  merit,  however,  for 
we  have  no  basis  for  estimating  how  much  lower  than  the 
standard  an  index  might  be  merely  by  virtue  of  the  greater 
physical  maturity  of  our  subjects.  The  presumption  is  that 
there  is  an  increase  with  age  in  the  rapidity  of  tapping  within 
definite  limits  and  a  decrease  in  the  index  of  fatigue.     As  a 


TABLE  13. 

Absolute  Differences  Between  the  Percentile  Records  of  the  Bedford  S 
Grade  Group  and  Below-Grade  Group  and  the  Percentiles  of  the  Cin- 
cinnati 15-year-old  Working  Girls. 


In  No. 

In  No. 

In  No. 

In  No. 

Differences  Between  the  Percen- 

tiles   of    the    Cin.     15-year-old 

Taps  in 
30",  Rt. 

Taps  in 
60",  Rt. 

Taps    in 
30",  Left 

Taps  in 
60",  Left 

Group  and  those  of 

Hand* 

Hand 

Hand* 

Hand 

r2oth  Per. 

0 

+  4 

+  12 

+  19 

Total  Bedford  88 1   <  Median 

—  24 

—15 

+  6 

+  9 

C75th  Per. 

—  80 

—53 

—18 

+  18 

r25th  Per. 

+     8 

+  17 

+  24 

+  26 

Grade  Group            <  Median 

+     8 

+  9 

+  22 

+23 

Usth  Per. 

—  18 

—10 

—  2 

+  9 

r25th  Per. 

i      —  42 

—42 

—18 

—18 

Below-Grade  Group<  Median 

—  70 

—55 

—24 

—10 

U5th  Per. 

—118 

—81 

1        —36 

1 

! 

—28 

*The  records  have  been  multipUed  by  2  to  indicate  the  proportional  number 
of  taps  that  would  have  been  the  result  had  they  continued  to  tap  for  the 
whole  60  seconds  at  the  rate  of  the  first  30  seconds. 

tPlus  signs  indicate  records  among  our  subjects  that  are  superior  to  the 
standard  in  rate  of  taps;  minus  signs  those  that  are  poorer. 


76  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

matter  of  fact  we  did  secure  norms  for  the  maximal  rate  of  tapping 
for  60  seconds  with  the  right  hand  for  a  second  trial  was  given 
to  each  of  the  88  from  the  38th  subject  on.  Index  for  maximal 
rate  of  tapping  proves  the  Grade  Group  less  fatiguable  at  the 
three  percentiles  by  4.3,  5.1,  and  5.7  degrees  respectively.  In- 
dexes for  the  Below-Grade  Group  are  still  somewhat  anomalous. 
They  are,  11.9,  8.1  and  0.0  at  the  three  percentiles  and  differ 
from  those  from  the  C.  15  bj'  -.1  +  7.9  and  +  19.8  respectively'. 

The  fact  that  it  is  initial  dullness  which  is  the  dominant 
factor  controlling  the  characteristics  of  the  Reformatory  group 
and  not  absolute  inability  to  tap  rapidly,  is  shown  clearly  in 
Table  13.  The  differences  in  rate  of  tapping  between  the 
Reformatory  group  and  the  Cincinnati  15-year-old  girls  are 
for  the  most  part  greatest  at  all  three  percentiles  in  the  number 
of  taps  in  30  sec.  with  the  right  hand.  By  the  time  our  subjects 
have  tapped  to  the  end  of  the  first  minute  a  marked  gain  in 
almost  every  percentile  has  been  made.  Continuing  to  profit 
by  the  discovery  that  it  is  possible  to  tap  quickly,  there  is  a  yet 
more  marked  approximation  to  the  standard  in  the  first  30  sec. 
tapping  with  the  left  hand.  This  approximation  to  the  stand- 
ard is  continued  for  the  better  half  of  the  Bedford  88  during  the 
last  30  sec.  tapping  with  the  left  hand.  The  record  that  was 
attained  at  the  end  of  the  first  30  sec.  with  the  left  hand  by  the 
Below-Grade  Group  is  also  improved  upon  to  the  end  of  the  full 
minute's  tapping  with  the  left  hand.  Part  of  these  increasing 
gains  on  the  part  of  the  left  hand  may  be  due  to  the  tendency 
among  these  women  to  be  ambidextrous.  It  is  not  due  to  a 
greater  per  cent,  of  left-handedness. 

The  25th  percentile  of  the  Bedford  88  coincides  in  number  of 
taps  among  the  first  30  sec.  tapping  with  the  right  hand  with 
that  of  the  C.  15;  their  median  record  is  24  and  the  75th 
80  taps  slower  than  the  standard.  At  these  two  last  percentiles 
they  are  below  both  the  14-year-old  and  the  retarded  15-year- 
old  working  girl.  The  Grade  Group  is  superior  to  the  Below- 
Grade  Group  by  25,  39,  and  50  taps  at  the  three  percentiles  and 
is  better  than  the  C.  15  group  both  at  the  25th  percentile  and 
the  median  b}^  4  taps,  whereas  the  Bedford  Below-Grade  Group 
is  below  the  C.  15  by  21,  35  and  59  taps,  respectively.     By  the 


EXPERIMENTAL   DATA    AND    RESULTS  77 

time  they  have  tapped  30  sec.  with  the  left  hand,  the  Bedford  88 
have  surpassed  the  median  of  the  C.  15  by  6  taps  and  have  raised 
the  75th  percentile  from  a  deficit  of  80  taps  to  a  deficit  of  only 

18  taps  per  minute.  To  the  end,  at  the  75th  percentile  they 
fail  to  surpass  the  14-year-old  Retarded  working  girl.  The 
Grade  Group  again  shows  its  superiority  by  surpassing  the 
C.  14  by  8  taps  per  minute  at  the  75th  percentile  and  is  but  two 
taps  per  minute  behind  the  C.  15  at  the  same  percentile. 

The  standard  curves  are  made  only  for  the  number  of  taps 
in  60  sec.  with  the  right  hand.  Even  there,  the  differences 
between  the  Grade  and  Below-Grade  Group  in  ability  to  tap 
and  to  understand  directions  is  evident  (see  Curve  18).     Curves 

19  and  20  indicate  that  the  Bedford  8th  grade  resembles  more 
uearly  the  8th  grade  of  the  working  girls  than  the  Bedford  5th 
grade  resembles  the  standard  5th  grade.  Percentile  Tables  9, 
10,  11,  and  12  show  clearly  that  in  number  of  taps  in  30  sec. 
and  in  60  sec.  with  both  the  right  and  the  left  hand,  each  suc- 
ceeding grade  has  a  better  record  than  the  last.  In  30  sec.  with 
the  right  hand  tapping,  75  per  cent,  of  the  Below-Grade  Group 
were  poorer  than  the  75th  percentile  of  the  8th  grade.  That 
this  was  in  part  due  to  greater  slowness  to  understand  the  method 
of  the  test  and  not  to  absolute  inability  to  tap  is  shown  by  the 
fact  that  by  the  end  of  the  60  sec.  tapping  with  the  left  hand  50 
per  cent,  instead  of  25  per  cent,  of  them  surpass  the  poorer  quarter 
of  the  8th  grade  as  indicated  by  the  75th  percentile. 

The  curves  for  indexes  of  tapping  for  60  sec.  with  the  right 
hand  (see  Curves  21,  22,  23,  and  24)  are  chiefly  of  value  to 
indicate  how  high  a  proportion  of  negative  indexes  there  are  as 
compared  with  the  standard. 

Another  point  of  interest  and  one  that  is  characteristic  of  the 
Reformatory  group  in  other  tests  is  the  skewed  distribution  of 
the  upper  and  the  lower  halves  of  the  groups.  Q.  for  the  group 
of  working  children  represents  a  fairly  balanced  measure  of  the 
variation  above  and  below  the  median.  For  the  Reformatory 
women  the  difference  between  the  75th  and  the  median  record 
is  in  most  instances  much  greater  than  that  between  the  25th 
and  the  median.  There  is  a  tendency  for  the  distance  between 
the  75th  and  the  median  to  become  greater  as  one  goes  from 


78 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


the  higher  to  the  lower  grades.     The  lower  limits  are  usually 
far  below  those  of  the  standard  group 


TABLE  14. 

Tapping.     Index  of  Fatigue — ^Right  Hand. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  \^"orldng  Girls. 


s> 

o 

© 

_© 

a  3 

c  3 

a 

c 

5    (B 

'^  CM 

4i 

-^ 

Group 

c 

"a 

a 

(D 

a 

(B    4J 

+i  ■a 

(0   *i 

3 

J 

Ph 

.2 

PM 

o   lO 

o   U5 

u 

u 

N 

t- 

S) 

o 

'•3 
o 

42 

«►:  -c 

<^  -o 

a 

^ 

§ 

Si 

(Si" 

O 

Bedford        88 

12.6 

2.6 

—9.6 

10.0 

12.2 

40.0 

—63.2 

C.      15 

11.8 

16.0 

19.0 

4.2 

3.8 

35.8 

Neg.  Index 

C.      14 

12.8 

16.6 

20.9 

3.8 

4.3 

38.9 

Neg.  Index 

Retarded  C.      14 

13.2 

17.3 

21.7 

4.1 

4.4 

34.9 

—  6.3 

Retarded  C.      15 

* 

Below-Grade  Group 

2fll.9 
11  8.0 

8.1 

—  .7 

0.0 
—16.9 

3.8 
8.7 

8.1 
16.2 

19.0 
40.0 

-^1.7 
—59.5 

Grade  Group 

2;  7.5 
1112.7 

10.9 
5.0 

14.1 
—4.0 

3.4 
7.7 

3.2 
9.0 

20.8 
34.0 

—  8.6 
—63.2 

Vth  Grade 

13.9 

5.7 

—5.5 

8.2 

11.2 

30.0 

—53.3 

Vlth  Grade 

13.3 

9.7 

0.0 

3.6 

9.7 

16.7 

—63.2 

Vllth  Grade 

12.9 

5.3 

—11.1 

7.6 

16.4 

34.0 

—40.6 

Vlllth  Grade 

2.3 

0.0 

—13.9 

2.3 

13.9 

13.0 

—40.0 

*See  footnote,  table  10. 


EXPERIMENTAL    DATA    AND    RESULTS 


79 


TABLE  15. 

Tapping.     Index  of  Fatigue — -Left  Hand. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  Working  Girls. 


03  S 

2  S 

.rt     +5 

■c  rt 

-3  a 

ffj 

© 

«    Oi 

at   oi 

a 

^  S 

'5)   ^ 

vi 

4^ 

4) 

OJ 

+5 

+= 

Group 

V 

c5 

o 

.  CM 

3 

a 
3 

^ 

c* 

Pl< 

"0 

u 
03 

1^ 

5  g 

5  i 

a 
a 
t2 

O 

Bedford         88 

16.5 

10.3 

1.5 

6.2 

8.8 

32.2 

—32.5 

C.      15 

13.4 

17.7 

21.9 

4.3 

4.2 

40.3 

Neg.  Index 

C.      14 

12.7 

17.9 

21.9 

5.2 

4.0 

44.3 

NcLi.  Index 

Retarded  C.      14 

13.8 

18.4 

22.2 

4.6 

3.8 

44.3 

-6.1 

Retarded  C.      15 

Below-Grade  Group 

15.8 

8.8 

—4.7 

7.0 

13.5 

31.0 

—32.5 

Grade  Group 

16.5 

11.8 

5.6 

4.7 

6.2 

32.2 

—23.8 

Vth  Grade 

17.1 

8.9 

—8.8 

8.2 

17.7 

32.2 

—23.8 

Vlth  Grade 

16.5 

12.5 

10.2 

4.0 

2.3 

23.6 

4.2 

Vllth  Grade 

17.0 

14.2 

1.7 

2.8 

12.5 

25.0 

4.6 

Vlllth  Grade 

11.8 

9.3 

7.3 

2.5 

2.0 

22.9 

—  2.2 

80 


THE    MENTALTY    OF    THE    CRIMINAL    WOMAN 


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Tapping.     Index  of  Fatigue — Right  Hand 
100 — ,  Cincinnati  scores  were  not  analyzed  beyond  this  point. 


EXPERIMENTAL    DATA    AND    RESULTS  81 

Section  6.     Card  Sorting. 

Standard  Method.  "Materials:  A  black  box  with  four  compartments,  each 
marked  with  a  circle  of  color — blue,  green,  yellow,  and  red.  The  colors  used 
were  the  pure  colors  of  the  Hering  })apers.  A  pack  of  48  cards  each  one  marked 
with  a  circle  of  one  of  the  same  colors,  twelve  of  each  kind — the  pa(!k  of  cards 
arranged  so  that  no  two  cards  of  the  same  color  followed  one  another,  and  so 
that  there  were  no  rhythms  of  arrangement.     A  stop-watch. 

"Method  of  administering  the  test:  Children  who  were  so  short  that  they 
could  not  reach  the  box  comfortably  when  it  was  placed  on  a  table,  were 
allowed  to  stand  on  a  platform  of  the  required  height  (see  steadiness  test). 
The  child  was  placed  directly  in  front  of  the  box,  and  close  to  it  so  that  no 
reaching  was  involved  in  the  process  of  sorting.' 

"The  instructions  were  given  as  follows:  'You  see  this  black  box  with  the 
four  parts — each  one  marked  with  a  color.  Tell  me  what  color  this  is,  and 
this  one.  Yes.  Now  each  of  these  cards  is  marked  with  a  circle  of  one  of 
those  colors  (showing  hhn  several).  What  I  want  you  to  do  is  to  drop  each 
card  into  the  part  of  the  box  marked  with  its  own  color,  and  see  how  fast 
you  can  do  it.  You  are  right  handed,  are  you  not?  Then  take  the  pack  of 
cards  in  your  left  hand,  turned  face  down,  and  hold  them  that  way  imtil  I 
tell  you  to  begin.  If  you  should  make  a  mistake  and  drop  a  card  into  the 
wrong  division,  don't  stop  to  try  to  change  or  correct  it,  because  that  would 
take  too  much  time.  Just  go  right  on  and  see  how  fast  you  can  get  it  done. 
When  I  say  "now,"  turn  the  whole  pack  over,  and  begin  dropping  them  in 
just  as  fast  as  you  can.'  The  experimenter  started  the  watch  after  the  pack 
had  been  turned  over,  when  the  child  took  hold  of  the  first  card,  and  stopped 
it  as  he  dropped  in  the  last  one.  The  time  in  seconds,  and  the  number  and 
nature  of  the  errors  were  recorded." 

It  was  found  necessary  with  our  subjects  to  illustrate  a  mistake 
and  saj'  "Don't  reach  in  like  this  and  take  the  card  out  because  it 
takes  too  much  time,  etc." — otherwise  this  idea  is  not  retained 
and  they  continuously''  do  trj^  to  change  their  mistakes,  the 
standard  directions  to  the  contrary. 

In  criticism  Dr.  Woolley  indicates  that  the  only  doubt  to  be 
thrown  on  this  test  as  a  valuable,  simple  measure  of  eye-hand 
co-ordination  is  the  fact  that  it  may  be  modified  by  defects  of 
color  vision.  We  tested  each  subject  for  color  blindness,  and  so 
far  as  could  be  determined  by  the  Holmgren  yarns,  none  was 
color  blind. 


^  In  our  work,  if  the  girl  was  too  tall  or  too  short,  the  sorting  box  was  raised 
or  lowered  until  for  each  it  was  in  approximately  normal  position.  The  girl 
stood  directly  in  front  of  the  box  and,  in  accordance  with  Dr.  Woolley 's  method, 
close  enough  to  it  so  that  no  reaching  was  necessary  in  sorting.  Often  during 
the  test  one  of  our  subjects  stepped  back  or  to  one  side  and  when  she  did  so 
we  did  not  interfere. 


82  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

"Method  of  dealing  with  results:  The  time  was  recorded  in  seconds,  and  the 
accuracy  in  per  cents.  These  two  measurements  were  then  combined  into 
an  index  bj^  dividing  the  time  by  the  accuracy,  giving  the  estimated  time  for  a 
perfect  performance.  Since  there  were  rarely  more  than  two  errors,  the  index 
does  not  differ  widely  from  the  time.  The  tables  and  curves  are  based  upon 
the  index. 

"Criticism:  The  index,  as  an  estimated  time  for  a  perfect  performance,  has 
in  it  a  source  of  error  in  this  case.  The  assumption  is,  of  course,  that  a  child 
who  makes  errors  could  have  done  the  sorting  without  errors  by  taking  more 
time.  But  since  every  child  is  conscious  of  his  errors  and  invariably  loses 
time  by  becoming  disturbed  over  them,  the  ver\'  making  of  the  error  increases 
the  time.  The  index,  therefore,  seems  to  place  a  double  penalty  on  errors. 
Regarded  as  an  arbitrary  way  of  penalizing  records  which  contain  errors,  the 
index  has  a  meaning." 

As  the  individuals  tested  prove  less  intelligent  they  tend  to 
become  more  clumsy  and  to  make  more  errors  but  they  are 
less  disturbed  and  delayed  by  them.  Again,  stupidly  dropping 
three  cards  at  a  time,  or  clumsily  letting  two  at  a  time  fall  in, 
demand  some  form  of  time  penalty.  The  time  penalty  for 
errors  becomes,  then,  more  essential  as  one's  subjects  become 
less  intelligent.  However,  even  the  poorest  ones  make  sur- 
prisingly few  errors. 

Results:  The  records  for  this  test  are  expressed  only  in  terms 
of  indexes — the  estimated  time  it  would  have  taken  to  sort  the 
cards  without  error.  If  one  considers  the  two  factors  of  time 
and  accuracy  separately,  it  becomes  evident  in  this  test,  and  in 
those  which  follow,  that  there  is  a  closer  approximation  of  the 
Reformatory  tj'pe  to  the  standard  in  accuracy,  than  in  rate  of 
performance.  Indeed,  there  is  very  little  inaccuracy  in  each 
group.  To  be  slower,  rather  than  less  accurate,  than  the  normal 
is  characteristic  of  everything  they  do.  It  is  the  most  funda- 
mental difference  between  them  and  the  normal,  and  it  becomes 
more  marked  as  one  goes  from  the  more  intelligent  (8th-grade 
group)  to  the  less  intelligent  (Below-Grade  Group)  subjects. 

The  operation  of  this  test  is  a  simple  eye-hand  co-ordination 
which  is  quite  like  the  type  of  factory  work  in  which  our  subjects 
have  been,  and  are  likely  to  be  employed.  It  invites  some 
rapidity  and  precision  of  movement  and  a  minimum  of  dis- 
crimination of  the  material  in  hand.  It  does  not  seem  to  be  a 
task  in  which  one  would  expect  either  school  drill  or  the  amount 
or  content  of  knowledge  therein  acquired  to  be  of  immediate 


EXPERIMENTAL   DATA   AND    RESULTS 


83 


^0- 

30- 
SO- 

G  IS- 

10- 

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s          \ 

1                     1^-1 1                     1     ^^l^-^""^! 

35:0-        3S.I  W./  ¥£l  Sai  6Sl  601  6f/  7«/  7S.i 

%  Vf  50  SS  &o  fj-  70  7S' 


Curve  25 


VO- 


f^  C"  1 5 

/     \  C  1  + 


Curve    26 


Card  Sorting.     Index 


84 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


i 

\- 

!\ 

M 
/ 

/ 

/  7 

'  / 

1  1 

.'/- 

1     i 

^  -    / 

1  i 

/ 

■i  . 

x"       ^       - 

•^ 

/\     -^ 

M     •     : 

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CD 

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,             ....  — , 1 

ife+ 


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z 

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c 
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p: 
C 
a; 

Q 
K 


EXPERIMENTAL   DATA    AND    RESULTS 


85 


TABLE  16. 
Indkx  of  Card  Sorting  in  Seconds. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford   88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  Working  Girls. 


Group 


o 

<B 

.5  =1 

a  3 
.2  fl 

"O   ® 

■o  S 

1  fe 

•| 

*^  ja 

«  .a 

ij 

(U    -ti 

o    lO 

£  w 

Ut 

M 

t^ 

Dif. 

and 

tj  -d 

5i 

t3 

Bedford 


88 


38.7 


C.      15  36.8 

C.      14  41.1 

Retarded  C.      14  42.5 

Retarded  C.      15  38.8 

Below-Grade  Group  41 . 7 


Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 


College  Maids 


37.6 
38.8 
38.8 
37.4 

35.5 

34.1 


42.0 

40.8 
45.3 
46.2 
42.4 

50.0 

40.1 
41.8 
43.3 
40.2 

37.8 

37.0 


51.7 

45.2 
49.9 
51.2 
47.4 

62.6 

44.6 
50.8 
51.8 
44.2 
39.6 

41.9 


3.3 

9.7 

33.5 

4.0 

4.4 

28.5 

4.2 

4.6 

31.4 

3.7 

5.0 

33.5 

3.6 

5.0 

31.7 

8.3 

12.6 

36.8 

2.5 

4.5 

33.5 

3.0 

9.0 

35.3 

4.5 

8.5 

34.0 

2.8 

4.0 

34.8 

2.3 

1.8 

33.5 

2.9 

4.9 

28.0 

108.9 

83.3 
83.5 
83.5 
83.3 

108.9 

92.1 
92.1 

55.8 
52.1 
54.7 

45.5 


value  as  such.  The  Reformatory  women  have  the  advantage  of 
greater  physical  maturity,  strength  of  grip  and  steadiness  of 
hand.  It  would  seem  as  though  equal  native  ability  ought  to 
enable  them  to  perform  this  task  more  efficiently  than  the  work- 
ing girl  of  fifteen  who,  after  a  year  of  industrial  experience  has 
out  distanced  her  14-year-old  record.  In  spite  of  their  physical 
maturity,  they  are,  however,  slower  by  1.9,  1.2  and  6.5  sec. 
than  the  C  15.  at  the  three  percentiles.  Their  fastest  and  their 
slowest  records  are  poorer  by  5  sec.  and  25.6  sec,  respectively. 
The  better  quarter  of  them  are  quicker  than  the  14-year-old 
working  girl  by  2.4  sec.  at  the  25th  percentile;  50  per  cent,  are 
quicker  by  3.3  sec.  as  measured  by  the  median  record.     The 


86  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

poorest  quarter  are  slower  than  the  poorest  25  per  cent,  of  the 
Retarded  girls  of  14.  Even  the  Grade  Group,  who  have  had 
an  equivalent  amount  of  schooling  and  on  the  average  five 
years  of  added  experience,  are  scarcely  more  skillful  in  a  first 
trial  in  such  a  simple  motor  performance  than  the  15-year-old 
girl.  Those  who  have  finished  the  8th  grade  are  an  exception, 
but  they  are  only  as  good  as,  not  better  than,  the  working  girl 
of  15  who  has  completed  the  same  grade  upon  leaving  school. 

The  Maids  excel  the  working  girl  of  15  at  all  three  percentiles; 
71.8  per  cent,  of  them  excel  or  equal  the  median  score  of  C.  15, 
and  only  one  record  is  as  slow  as  the  75th  percentile  record  of  the 
standard  group. 

Curve  26  indicates  the  inferiority  of  the  Below-Grade  Group, 
who  are  slower  than  the  Grade  Group  by  4.1,  9.9,  and  18  sec. 
at  the  three  percentiles.  The  best  quarter  of  them  are  only  a 
little  better  than  the  poorest  quarter  of  the  Grade  Group.  This 
Below-Grade  Group  is  slower  than  C.  15  by  4.9,  9.2,  and  17.4 
sec.  at  the  three  percentiles  and  poorer  than  C.  Ret.  14  by  3.8 
and  11.4  sec.  at  the  mechan  and  the  75th  percentile.  The  best 
quarter  of  them  are  0.8  sec.  better. 

The  positive  correlation  with  grade  that  exists  among  the 
standard  groups  obtains  here  too.  There  is  evidently  a  close 
correspondence  between  whatever  makes  for  progress  in  school 
and  skill  in  a  simple  motor  process  like  this.  The  5th  grade,  on 
the  whole  superior  in  strength  to  the  8th,  is  disproportionately 
slower  than  the  same  standard  grade.  They  are  slower  than  C. 
15  total  by  2.,  1.,  and  5.6  sec.  at  the  three  percentiles,  whereas  the 
8th  grade  are  quicker  by  1.3.,  3.,  and  5.6  sec.  The  best  record 
among  the  Bedford  group  is  slower  than  the  best  record  among  C. 
15,  and  the  best  record  of  the  Bedford  5th  grade,  as  well  as  of  the 
Below-Grade  Group,  is  much  poorer  than  the  poorest  standard 
record.  The  slowest  record  of  the  Bedford  6th,  7th  and  8th 
grades  is  not  as  slow  by  28  sec.  as  the  slowest  record  of  the  C. 
15. 

The  distribution  of  our  records  is  skewed.  The  difference 
between  the  75th  and  the  median  is  almost  three  times  as  great 
for  the  Bedford  88  as  between  the  25th  and  the  median  records. 
The  upper  and  lower  quartile  variation  in  the  C.  15  are  each  alike 
within  0.4  sec. 


EXPEEIMENTAL  DATA  AND  RESULTS  87 

There  is  a  positive  correlation  of  r  =  +  .58,  P.E.  =  .05, 
between  the  ranks  of  the  index  scores  of  the  Bedford  88  and  the 
ranks  in  native  capacity  accorded  them  by  the  principal  of  the 
Reformatory  industrial  school.  Since  a  number  of  the  individuals 
who  were  ranked  with  respect  to  their  card-sorting  indexes  had 
had  enough  experience  in  factor}^  work  to  give  them  some  de- 
gree of  fore-exercise,  as  compared  with  the  others,  this  correction 
becomes  actually  a  fairly  high  one. 

The  clinical  value  of  this  test  would  be  increased  if  the  subject 
were  given  opportunity  to  sort  the  cards  three  times  and  the 
best  of  the  three  trials  be  taken  as  the  measure  of  skill.  Under 
slightly  different  test  conditions^  forty  of  these  same  cards  were 
sorted  by  another  group  of  106  inmates,  tested  consecutively  as 
they  came  from  the  courts.  The  results  show  that  only  11  of  the 
106  sorted  the  cards  most  rapidly  on  the  first  trial.  Twenty-eight 
made  their  best  record  on  the  second,  67  on  the  third  trial.  The 
reason  that  three  trials  were  not  given  to  the  children  tested  by 
the  Bureau  of  Vocational  Guidance  was  doubtless  lack  of  time. 
Wherever  possible,  however,  it  is  advisable  to  give  the  three 
trials. 

Section  7.     Cancellation  Test. 

Standard  Method.  "Materials:  A  standard  printed  page  of  small  letters,  a 
stop-watch.  (See  Whipple's  Manual,  Test  26.)  The  page  contains  fifty  of 
each  of  the  letters  of  the  alphabet  irregularly  distributed  through  it." 

In  criticism,  Dr.  Woolley  suggests  that  a  standard  page  of 
capitals  similarty  made  up  might  be  better  because  they  are  uni- 
form in  height.  A  number  cancellation  test,  other  things  being 
equal,  would  serve  clinical  purposes  such  as  ours  better  since 
numbers  are  more  feasible  for  use  with  foreigners.  The  writer 
is  inclined  to  believe  that  the  difficulty  of  the  small  "a"  with 
the  test  in  its  present  form  has  not  been  without  virtue,  that  it 
has  served  to  differentiate  those  without  quickness  of  perception, 
stable  powers  of  selective  attention  or  what  not  more  clearly 
than  would  the  less  trying  page  of  capitals.  The  letter  "a"  was 
cancelled  by  the  Cincinnati  14-year-old  working  children;  the 


'Jastrow,  Joseph.    "A  Sorting  Apparatus  for  the  Study  of  Reaction  Time," 
Psychological  Review,  Vol.  V.,  p.  279. 


88  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

Cincinnati  15-year-old  children  cancelled  the  letter  "m".  The 
"m"  was  found  to  be  easier  to  cancel  per  se  than  the  ''a."  For 
this  reason  it  is  difficult  to  estimate  just  how  much  the  gain  of 
the  C.  15  is  due  to  the  year  of  growth  and  experience.  Because 
of  this  unequal  difficulty  between  the  "a"  and  the  "m"  we  have 
compared  the  Bedford  women  with  the  C.  14  only. 

"Method  of  administering  the  test:  The  page  to  be  marked  was  laid  face  down 
on  the  table  in  front  of  the  child.  The  other  page,  with  a  few  sample  letters 
already  marked,  was  in  the  hand  of  the  experimenter,  who  showed  it 
to  the  child  and  instructed  him  as  follows:  'On  the  other  side  of  this  page 
[pointing  to  the  one  turned  dowTi  on  the  table]  are  some  letters  printed  in 
rows,  like  this.  What  I  want  you  to  do  is  to  draw  a  single  line  with  your 
pencil  through  every  'a'  on  this  page,  just  the  way  it  is  done  here,  and  see  how 
fast  you  can  do  it.  If  you  should  make  a  mistake,  and  draw  a  Une  through  the 
wrong  letter,  don't  stop  to  erase  it  or  try  to  correct  it,  because  that  would 
take  too  long — just  go  ahead.  Of  coiu-se  I  want  you  to  be  sure  to  mark 
every  'a'  on  the  page,  and  do  it  just  as  fast  as  possible.  When  I  turn  the  page 
over,  begin,  and  I  will  take  your  time  with  this  watch.'  The  watch  was 
started  after  the  page  was  turned  over,  just  as  the  child  began  to  look  for 
a's,  and  was  stopped  as  he  finished  the  last  line.  The  most  important 
point  about  the  instructions  is  to  see  that  the  factors  of  speed  and  accuracy 
are  equally  emphasized." 

Evidently  with  the  working  children  it  was  not  found  neces- 
sary to  state  specifically  that  the  letters  were  to  be  cancelled  one 
row  at  a  time,  not  in  a  haphazard  fashion.  Unless  forewarned  the 
duller  Reformatory  women  are  more  likely  than  not  to  skip  all 
about  and  to  cancel  the  last  a  in  the  last  line  as  soon  as  the  first 
a  of  all.  To  lessen  this  difficulty  we  added  the  specific  admoni- 
tion: ''Do  the  top  line  first,  then  the  next  line,  then  the  next  and 
so  on  until  you  do  the  last  line  of  all."  Even  then  some  of  the 
more  unstable  skipped  about.  In  such  instances  the  end  was 
recorded  whenever  the  subject,  having  marked  one  or  more  a's 
in  the  last  line  either  stopped  or  went  back  to  some  other  line. 


EXPERIMENTAL    DATA    AND    RESULTS 


89 


"Method  of  dealing  with  residts:  The  time  of  the  test  was  recorded  in  seconds, 
and  the  accuracy  in  per  cents.  When  no  wrong  letters  were  crossed,  the 
accuracy  was  a  simple  matter  of  deducting  two  per  cent,  for  every  omission. 
When  wrong  letters  wei'e  crossed,  the  accuracy  was  figured  according  to  the 
formula,  expressed  concretely  for  this  test, 

letters   correctly  marked 

accuracy  = 

50  +  letters  WTongly  marked 
(See  Whipple's  Manual,  Page  260.)     An  index  which  consisted  of  time  divided 
by  accuracy,  representing  an  estimated  time  for  a  perfect  pei'formance,  was 
calculated  in  each  case. 

"Criticism:  The  method  of  estimating  accuracy  when  incorrect  letters  were 
crossed  did  not  seem  fair  for  the  most  frequent  type  of  error.  There  were 
very  few  cases  in  which  a  completely  wrong  letter  was  crossed.  The  usual 
error  was  to  cross  the  letter  next  the  a  instead  of  the  a  itself,  an  error  due  to 
poor  motor  co-ordination  rather  than  to  defective  perception,  and  although 
we  counted  correct  any  a  that  was  in  any  way  marked,  even  though  the  line 
went  more  definitely  through  another  letter,  the  formula  inflicts  a  double 

TABLE  17. 

Cancellation  "A"  and  "M".  Test.  Accuracy. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  Working  Girls. 


o 

_2 

o 

® 

a  3 

c  3 

Group 

+3 
a 

8 

1 

^  PM 

2 

a 

.  a 

"§  +3 

hJ 

J 

Ph 

rt 

PM 

o  lO 

ja  ic 

u 

ti 

(N 

t^ 

© 

o 

.a 

'3 

J3 

<^  -a 

<-■  -o 

Q. 

^ 

^ 

Sg 

5  % 

;::> 

o 

Bedford         88 

97. 

90. 

78. 

7. 

12. 

100. 

34. 

(3  Failures) 

C.      15 

98.4 

96.3 

90.2 

2.1 

6.1 

100. 

52. 

0 

C.      14 

90.3 

81.6 

70.7 

8.7 

10.9 

100. 

30. 

8 

Retarded  C.      14 

90.2 

80.4 

66.6 

9.8 

13.8 

100. 

30.8 

Retarded  C.      15 

98. 

96. 

90. 

2. 

6. 

100. 

52. 

Below-Grade  Group 

90. 

83. 

50. 

7. 

33. 

98. 

34. 

(3  Failures) 

Grade  Group 

98. 

94. 

86. 

4. 

8. 

100. 

62. 

Vth  Grade 

92. 

80. 

76. 

12. 

4. 

98. 

72. 

Vlth  Grade 

98. 

94. 

89. 

4. 

5. 

100. 

62. 

Vllth  Grade 

98. 

96. 

88. 

2. 

8. 

100. 

68. 

Vlllth  Grade 

98. 

94. 

92. 

4 

2. 

100. 

74. 

College  Maids 

98. 

95. 

90. 

3. 

5. 

100. 

48. 

so. 

p.x^„,x--i)  f. 

e  1 4- 

O-^JUJ. 

VO- 

30- 

.^■ 

\          \ 

20- 

^-  ^ 

10- 

.1. . 

1                  1 

■^ 

~-~.^ 

I                  1 

1             1             1 

1 00 

9e(, 


7o« 


boh 


6as 

Sot, 


50  5" 


30k 


10- 


30 


C   I  4-       . 


ro(. 


7«i 


70S- 
6o(, 


eor 
S'ab 


soj 
Hoi> 


30  6 


Curve  31 


Curve  33 


W- 

\ 

50- 

G    14- 

— 

4fl- 

\ 

. 

30- 

y 

}- 

\\ 

10- 

/ 

I 

V  \ 

V^...^ 

(0- 

\              -^ . 

^,.^^\~'"^^-^  "  -  ^^^^<^ 

, 

1 

1           1 1 1 

1 

too         905-         gor        lof        fcor        ^oi"         '^q_r        3or 

9o.b  gofc  7a6  60  fa  5o.b  -yck  3ob 


CunvE  32 


fcO- 

/ 

nr^|™>.x    "7  A-.A. 

50- 

e  1 4-     .     .      

^0- 

■-■'/ 

\ 

30- 

\  '■''  / 

\ 

40- 

X  / 

\ 

10- 

/             » 

L_ 

\ 

\ 

\  ..-'■■ "-v 

— 1 1 1 1— < 

lOo  9q_r  iq.S  7ar  60_r  SaT  var 

90.6  gOb  7ob  60.6  Sob  fab  3a,b 


Curve  34 


Cancellation  Test,  Accuracy 


EXPERIMENTAL    DATA    AND    RESULTS 


91 


penalty  for  such  an  error,  since  it  counts  off  both  for  a  omitted,  and  for  the 
letter  wrongly  crossed.  In  papers  in  which  many  errors  of  this  type  occur, 
the  injustice  is  glaring,  but  in  most  instances  there  were  not  more  than  one 
or  two  such  errors.  Some  modification  of  the  formula  for  this  special  case 
ought  to  be  agreed  upon."' 

TABLE  18. 

Cancell.\tion  "A"  AND  "M"  Test.     Index. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

■•  Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and   15-year-old  Working  Girls. 


Group 


o 

» 

© 

® 

.2    CI 

-a  ?, 

.2  a 
•a  S 

CD    ^ 

®  ^ 

a 

O 

a 

o 
o 

5  o 

^^ 

3 

+3     -3 

«  si 

>J 

O    -t^ 

O     +3 

Oi 

c8 

Ph 

n   lO 

X2    lO 

tu 

JS 

73 

X3 

tj  -a 

<J   73 

a 

(M 

S 

Q§ 

tig 

Bedford 


SS 


C.      15 
C.      14 
Retarded  C.      14 
Retarded  C.      15 

Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 

College  Maids 


172. 8i222. 3,297.0 

1 
129.9  150.8ll77.2 
164.31195.2  256.6 
175.11202.6  250.8* 


235.3  312.3  458.9 

163.41194.5  233.3 
168.9  189.5  199.1 

177.4  220.8253.9 
163.0  189.0  205.1 
154.6  195.7  228.0 


49.5 

20.9 
30.9 

27.5 


74.7 

26.4 
61.4 

48.2 


77.0  146.6 


159.4 


196.5 


214.0 


31.1 
20.6 
43.4 
26.0 
41.1 

37.1 


38.8 
9.6 
33.1 
16.1 
32.3 

17.5 


102.3:610.4  (3 Failures) 

84.1402.4 

111.5521.5 

85.1521.5 


163.1 

102.3 
102.3 


610.4  (3 Failures) 

361.0 
247.8 


127.4361.0 
142.0  241.8 
120.4J301.1 

127.0280.0 


^  Cases  in  which  the  pencil  stroke  passes  through  an  adjacent  letter  when 
the  subject  plainly  meant  to  cancel  an  a  are  obviously  to  be  counted  as  one  a 
crossed  and  no  error.  Such  was  the  intention  of  my  directions  for  scoring 
the  test. — Editor.  On  the  other  hand,  if  a  subject  is  too  careless  or  too  hasty  or 
too  clumsy  to  make  her  stroke  strike  out  the  a,  it  seems  to  the  author  that  the 
full  penalty  should  be  paid.  If  a  girl  inspecting  title  pages  in  a  book  bindery, 
for  instance,  should  cast  out  the  book  following  the  defective  one,  it  would 
not  only  be  a  mistake  but  would  cost  both  herself  and  others  a  loss  of  time. 

*That  the  75th  percentile  is  better  for  the  C.  1 1  retarded  than  for  the  Total 
C.  14  Group  is  perhaps  due  to  the  fact  that  we  obtained  the  former  by  count- 
ing out  the  literal  75th  record  and  Br.  WooUey  sec\u-ed  the  latter  by  an  es- 
timated count  of  the  cards  in  the  group  in  hich  the  75  the  record  must  fall, 
treating  the  records  as  though  they  were  evenly  distributed  therein. 


92 


THE    MENTALITY    OP   THE    CRIMINAL   WOMAN 


-?'i: 


! 
i 

\         I 

a 

i 

\     i 

a  — 

/    / 

■Jo 

4- 

/   / 

*0 

/  /   _ 

CG 

/  / 

/  1 

// 

/  / 

/  / 

A 

^y 

-- '  / 

• '     y' 

. 

^ '        y^ 

x  '        j/^ 

^    '                    JT 

^  '           y^ 

r'         ^ 

. 

V                ^""^Vs^ 

X  _           ^*'*««s^^ 

■N,                    ^^^^^ 

'   -^   _               ^^ 

^ 

^ 

2 
< 


EXPERIMENTAL  DATA  AND  RESULTS  93 

Results.  There  are  percentile  tables  for  both  accuracy  and  index 
in  this  test.  Clearly  it  is  differences  in  rate  rather  than  in  accur- 
acy of  performance  that  separate  most  decidedly  the  more 
intelligent  from  the  less  Avell  trained  and  intelligent  individual. 

With  respect  to  the  percentiles  of  accuracy,  the  Bedford 
group  is  at  a  distinct  advantage  throughout;  except  at  the  75th 
percentile  even  the  Below-Grade  Group  excels.  The  Reforma- 
tory women  are  6.7,  8.4,  and  7.3  per  cent,  more  accurate  than 
the  working  girl  of  14,  as  judged  by  the  25th,  the  median  and 
the  75th  percentiles.  The  lowest  score  (complete  failures  ex- 
cepted) is  3.2  per  cent,  higher  than  the  lowest  score  among  the 
working  girls.  The  Bedford  5th  grade  is  poorer  than  the  8th, 
though  not  markedly  so,  but  both  are  superior  to  the  working 
girl  of  the  same  grade  at  14  years  of  age  (see  Curves  33  and  34). 
All  these  differences  from  the  standard  group  are  large  enough 
to  make  accuracy  Avell  worth  considering  in  any  final  score  used 
for  clinical  purposes. 

The  indexes  of  the  Bedford  88,  prove  them  to  be  much  slower 
than  the  14-year-old  working  girl  in  this  simple  task  of  checking 
letters.  It  takes  them  8.5,  27.1  and  40.4  sec.  longer  at  the  25th, 
median,  and  75th  percentiles  than  it  takes  the  C.  14. 

The  Grade  Group  and  the  Below-Grade  Group  are  unmistak- 
ably differentiated  by  the  time  consumed  in  performing  this 
test  (see  Curve  32).  Over  75  per  cent,  of  the  Grade  Group  is 
superior  to  the  Below-Grade  Group.  Moreover,  the  best 
record  of  the  Below-Grade  Group  is  60.8  sec.  slower  than  the 
best  record  of  the  Grade  Group,  and  its  poorest  record  is  249.4 
sec.  slower  than  the  poorest  record  of  the  Grade  Group.  The 
lowest  scores  for  the  Grade  and  Below-Grade  and  the  C.  14 
groups  are  respectively  361,  610  (three  failures),  and  521.5  sec. 
Despite  the  fact  that  their  scores  have  already  been  included  in 
the  C.  14  group  as  a  whole,  the  Ret.  C.  14  are  10.8  and  7.4  sec. 
slower  at  the  25th  and  median  points,  respectively.  Obviouslj', 
there  is  a  correspondence  in  this  test  between  its  rate  of  per- 
formance and  the  differences  in  intelligence  as  indicated  by  school 
grade. 

The  correlation  between  the  rank  in  ability  to  check  off  all 
the  a's — an  operation  not  unlike  a  large  variety  of  inspection 


94  THE   MENTALITY    OF   THE    CRIMINAL   WOMAN 

jobs  in  factories,  and  the  rank  accorded  these  women  in  their 
native  intelligence  as  based  upon  inspection  of  their  behavior 
for  over  a  year  within  the  institution  is  r.  =  +  .52,  P.  E.  .055. 
The  College  Maids  were  given  this  test.  They  excelled  in 
both  time  and  accuracy  the  14-year-old  working  girl  at  the 
25th  and  at  the  75th  percentile  but  only  44  per  cent,  equalled 
the  best  50  per  cent,  of  the  standard  group.  On  the  other 
hand,  the  best  50  per  cent,  of  the  Reformatory  8th  grade  excel 
the  Maids  at  the  median  and  the  25th  percentiles.  In  capacity 
to  cancel  letters  with  skill  and  expedition  a  small  per  cent,  of 
the  Reformatory  women  are  as  able  as  the  more  efficient  type 
of  maid  in  a  college  dormitory. 

Supplementary  Cancellation  Test. 

Records  in  the  cancellation  of  No.  1  in  the  number  checking 
test  of  Woodworth  and  Wells^  were  secured  for  the  first  43  of 
these  88  Reformatory  subjects.  These  records  we  have  divided 
into  two  groups,  according  as  the  subjects  fell  into  the  division 
of  the  Grade  or  Below-Grade  Group.  Table  19  tabulates  for 
each  of  these  grades  the  average  time,  the  slowest  and  the  quick- 
est records,  the  average  number  of  errors  due  to  omissions  and 
due  to  the  cancellation  of  wrong  digits,  together  with  the  cor- 
responding data  given  by  Woodworth  and  Wells  for  twenty 
college  women. 

Though  few,  these  records  point  to  a  tendency  for  the  longer 
time  scores  to  correlate  with  the  lower  school  attainment.  (See 
Table  20). 

Woodworth  and  Wells  write:  "On  the  basis  of  false  reactions 
the  test  has  not  shown  in  the  writers'  hands  workable  indi- 
vidual differences  in  the  'accuracy'  of  performance.  There 
are  perfectly  distinct  differences  in  the  time  of  performance 
and  there  seems  little  reason  in  the  present  test  for  extending 
the  score  beyond  this  single  factor"  (p.  28).  It  is  clear  that  in 
dealing  with  groups  such  as  ours  and  probably  with  the  14 
and  15-year-old  working  girl,  too,  accuracy  as  well  as  time 
furnish  significant  group  differences. 


*R.  S.  Woodworth  and  F.  L.  Wells:  Association  Tests,  Psychological  Mono- 
graph, Vol.  XIII.,  No.  5.     1911. 


EXPERIMENTAL    DATA   AND    RESULTS 


95 


Among  our  rate  of  learning  tests  there  is  included  one  which 
consists  of  checking  all  the  six-place  numbers  containing  the 
two  specific  digits  4  and  7.'  Here,  too,  differences  in  accuracy 
are  less  evident  than  those  in  rapidity  of  work.  Again,  too, 
the  dullest  subjects  succeed  finally  in  attaining  the  standard 
rate  of  performance. 

TABLE  19. 
Number  Cancellation 

Average  time,  Mean  Variation  and  Limits  for  Cancellation  of  Number  1  by 
College  Women  and  Reformatory  Subjects. 


Subjects 


20 
College  Women 


27 
Grade  Group 


16 
Below-Grade 


Average  Time 
M.  V. 

Limits 


f  Omissions 
Errors  |  ^^^^^^  ^^^^^^^ 


123  sec. 

15  sec. 
(Approximately) 


Negligible 
Very  rare 


136.5  sec. 

20.6  sec. 

•  High  187 
Low  100 

1.11 
0.44 


192  sec. 

45  f^ec. 

High  423.6 
Low  112.6* 

6.2 
0.2 


"Only  three  scores  are  lower  than  149  sec. 


TABLE  20. 


Average  time.  Mean  Variation  and  Limits  in  C:i.ncellation  of  Number  1  for 
Reformatory  Grade  Groups. 


VIII 

VII 

VI 

V 

Below- 

Grade 

Grade 

Grade 

Grade 

Grade 

No.  of  Cases 

4 

6 

11 

6 

16 

Average  time 

120.9" 

121.1" 

140.3" 

155.5" 

192" 

M.  V. 

19.7" 

13.1" 

17.8" 

20.4" 

45" 

Limits 

160.2" 

142.6" 

177.8" 

187" 

423.6" 

101.2" 

100" 

114" 

120" 

112.6* 

*Only  three  scores  are  lower  than  149  sec 


^Woodworth  and  Wells,  Op.  cit.  p.  52. 


96  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

Section  8.  Memory  Span  and  Per  Cent,  of  Seven,  Eight  and  Nine 
Numbers  Recalled.     (See  Whipple's  Manual,  Test  38A.) 

Standard  Method.  "Materials:  Seven  strips  of  card-board,  one  with  five 
digits,  two  with  seven,  two  with  eight,  and  two  with  nine  digits,  printed  on 
them  in  large  black  type.     A  metronome. 

"Method  of  ad  minister  ing  the  test:  The  strips  of  card-board,  in  the  order 
indicated,  were  laid  face  downaward  upon  the  table.  The  child  was  supplied 
with  pencil  and  paper,  the  metronome  conveniently  placed,  and  instructions 
given  as  follows:  'On  the  other  side  of  these  cards  are  some  numbers,  printed, 
in  a  row.  I  am  going  to  turn  the  card  face  up  and  then  I  want  you  to  read  the 
numbers  out  loud  with  me.  When  we  have  finished  reading  them,  I  will 
turn  the  card  down  again,  and  I  want  you  to  see  if  you  can  ^\Tite  the  numbers 
on  your  paper  just  the  way  they  were  on  the  card — -just  the  same  numbers, 
and  in  the  same  order.  I  will  set  this  instrument  ticking  (does  so  at  one  a 
second)  just  to  show  how  fast  to  read  the  numbers.  Read  one  every  time  it 
ticks,  like  this  (illustrates).  The  first  card  is  just  a  sample  to  see  if  you  under- 
stand how  to  do  it.  but  wTite  the  numbers  down  just  the  same.  There  arc- 
five  numbers  on  it.'  The  sample  card  of  five  is  then  read,  and  any  errors  in 
procedure  on  the  child's  part  corrected.  The  sample  card  may  be  used  more 
than  once  if  necessary,  since  its  result  is  never  taken  into  account.  When  the 
test  has  been  correctly  performed  with  the  sample,  the  experimenter  proceeds 
with  the  other  cards,  stating  each  time  how  many  numbers  there  will  be  on 
each  card,  as — 'There  will  be  seven  numbers  on  this  card,'  etc. 

"There  are  two  precautions  to  be  observed  in  the  u.se  of  the  metronome  in 
this  test.  The  first  is  to  time  the  turning  of  the  cards  wath  the  beat  of  the 
metronome  in  such  a  way  that  the  reading  of  the  first  number  naturally  and 
umnistakably  coincides  vrith  a  beat.  Otherwise  the  child  and  the  experimen- 
ter may  begin  reading  on  different  beats,  and  thus  disturb  the  test.  The 
second  precaution  is  for  the  experimenter  to  postpone  stoppitig  the  metronome 
until  the  last  series  has  been  wTitten  by  the  child.  If  the  metronome  is  stopped 
just  after  the  reading,  and  before  the  child  has  written,  the  sudden  cessation 
of  the  sound  serves  as  a  distraction,  and  the  conditions  for  the  writing  of  the 
last  series  are  not  uniform  with  those  of  the  other  series. 

"Method  of  dealing  with  results:  The  evaluation  of  the  results  of  this  test  is 
by  no  means  a  simple  matter,  unless  one  takes  into  account  only  the  perfect 
series — in  other  words,  measures  only  the  memory  span.  None  of  the  rules 
so  far  devised  for  estimating  results  is  satisfactory.  The  most  serious  failing, 
common  to  them  all,  is  that  they  make  no  allowance  for  crediting  a  correct 
sequence  of  three  or  more  digits  in  the  WTong  part  of  the  series.  The  set  of 
rules  we  adopted  for  this  series  of  tests  is  as  follows : 

1.  For  a  correct  digit  in  correct  place  in  the  series,  allow  two,  giving  a  value 
of  14  to  a  perfect  seven-place  series,  16  for  an  eight-place  series  and  18  for  a 
nine-place  series. 

2.  For  any  series  in  which  there  is  but  one  mista.ke,  whether  it  is  an  omission, 
an  addition,  or  a  misplacement,  take  off  two  only.  For  instance,  if  the  correct 
series  is  7359624  and  the  child  writes  7396254,  count  it  only  one  error,  since 
the  series  can  be  made  perfect  b}^  changing  the  position  of  one  digit — the  5. 

3.  In  series  in  which  there  is  more  than  one  error — 

a.  allow  two  for  every  correct  digit  in  the  correct  position,  and  one  for 
every  correct  digit  one  place  removed  (except  in  special  case  under  b) . 

b.  allow  no  credit  for  a  correct  digit  more  than  one  place  removed,  unless 
it  forms  part  of  a  correct  sequence  of  three  or  more  digits.  In  every  such  se- 
quence, allow^  full  credit  for  all  except  the  first  digit,  which  should  be  given 
no  credit  if  it  is  more  than  one  place  removed,  and  half  credit  if  it  is  one  place 
removed.  For  instance,  if  the  correct  series  is  the  one  already  quoted — 
7359624,  and  the  child  writes  7962453,  the  series  should  be  marked  as  follows: 

2  0  2  2  2  0  0 
7  9  6  2  4  5  3 
giving  a  value  of  8. 


EXPERIMENTAL   DATA    AND    RESULTS  97 

"All  the  values  for  series  were  at  once  reduced  to  percentages,  by  reference 
to  a  table  made  for  each  series.  A  numerical  average  of  the  record  for  the 
two  seven-place,  the  two  eight-place,  and  the  two  nine-place  series  was  then 
recorded.  Accordingly  the  test  is  reported  in  four  tables,  with  their  corres- 
ponding errors,  one  for  the  seven-place  series,  one  for  the  eight-place,  one  for 
the  nine-place,  and  one  for  the  memory  span. 

"Criticism:  While  the  series  of  rules  for  evaluating  which  we  used  seemed 
more  nearly  fair  than  any  of  the  usual  methods,  there  were  still  injustices  to 
be  found.  Chief  of  these  was  the  fact  that  our  rules  made  no  provision  for 
the  correctness  of  the  last  digit  in  the  series,  when  it  was  more  than  one  place 
removed.  Next  this  in  importance  was  the  series  in  which  the  two  digits  not 
next  one  aiiother  were  interchanged  in  position.  Such  a  series  was  counted 
as  containing  two  full  errors,  though  it  seemed  as  though  it  should  have  re- 
ceived more  credit  than  a  series  in  which  there  were  two  omissions.  In  view 
of  the  great  difficulty  in  estimating  a  series  of  digits  fairly,  and  of  the  large 
opportunity  for  guessing  on  the  part  of  the  child,  we  are  inclined  to  think  that 
the  span,  lif  determined  with  some  care,  is  the  most  satisfactory  measure  of 
such  a  series." 

After  the  test  had  been  carried  through  as  above  indicated, 
two  series  of  six,  five  and  four  numbers  each  were  given  in  addi- 
tion. This  was  done  because  30  per  cent,  of  our  subjects  failed 
to  remember  all  of  the  seven  numbers.  A  set  of  two  ten-place 
numbers  was  also  added. 

There  were  a  few  cases  where  the  subject  was  too  ignorant 
to  write  the  numbers.  Such  as  these  were  told  to  repeat  the 
numbers  instead  and  the  experimenter  wrote  them  down.  For 
a  time  it  seemed  as  though  the  WTitten  reproduction  was  not 
so  good  as  a  verbal  repetition,  that  for  the  duller  individuals 
the  process  of  making  the  numbers  might  inhibit  their  recall. 
A  control  series  of  one  hundred  records  was  carried  through 
and  has  convinced  us  otherwise.  The  writing  proved  less  dis- 
turbing to  recall  than  did  the  sound  of  their  own  voices.  We 
have  elsewhere  observed  that  these  women  follow  spoken  direc- 
tions more  successfully  than  written  ones  even  when  they  are 
able  to  read  fairly  well.  The  burden  of  proof  seems  to  indi- 
cate that  they  are  by  habit  ear-minded.  They  very  seldom 
read  and  almost  never  write  anything  down  when  they  wish 
to  remember  it.  Granted  this  assumption,  it  may  be  surmised 
that  the  actual  sound  of  their  own  voices  repeating  the  first  few 
numbers  might  obliterate  the  auditory  imagery  of  their  own, 
and  the  experimenter's  reading  of  the  succeeding  ones.  At  all 
events,  these  tests  point  to  the  fact  that  for  our  subjects  as  well 
as  for  mature  normal  ones,  the  written  method  is  the  better. 


98 


THE   MENTALITY    OF   THE    CRIMINAL    WOMAN 


The  number  series  used  were 

5 

2  4 

1 

3 

5  7 

2 

8 

4  6 

2 

7 

4 

3  6 

8 

5 

6 

8  3 

1 

5 

2 

9 

3  5 

2 

7 

4 

9 

4  1 

2 

8 

3 

7 

2 

4  7 

5 

1 

3 

8 

3 

1  4 

6 

2 

5 

9 

7 

4 

7  2 

9 

3 

8 

5 

1 

8 

9  7 

2 

1 

4 

6 

3  5 

4 

7  5 

2 

9 

6 

3 

8  1 

9 

7  3 

1 

4 

2 

5 

8  6  0 

8 

6  9 

7 

1 

3 

2 

4  0  5 

TABLE 

2] 

[. 

Memory  Span 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 
and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 
and  15-year-old  Working  Girls,  and  for  College  Maids. 


o 

ID 

£ 

e 

Pi  3 
.2  p 

.2  a 

Group 

a 

O 

■^  Ph 

a 

*3 

a 

S 

a 

ID 

as  *s 

4i   -3 

3 

s 

Ph 

a 

PM 

-o  s 

J2   10 

fe 

ti 

M 

t^ 

e 

a> 

a 
^ 

^ 

4^ 

<M     73 

«*J  73 

n 

o 

^ 

^ 

Si 

5i 

& 

o 

Bedford             88 

8. 

7. 

5. 

1. 

2. 

9. 

4  minus 

C.  15 

9.0 

8.1 

7.3 

0.9 

0.8 

9. 

7  minus 

C.  14 

9. 

7.9 

7.1 

1.1 

0.8 

9. 

7  minus 

Retarded  C.  14 

8. 

7. 

7— 

1. 

? 

9. 

7  minus 

Retarded  C.  15 

8. 

7. 

7. 

1. 

0. 

9. 

7  minus 

Below-Grade  Group 

7. 

5. 

4. 

2. 

1. 

9. 

4  minus 

Grade  Group 

9. 

8. 

7. 

1. 

9. 

5 

Vth  Grade 

7. 

7. 

6. 

0. 

9. 

5 

Vlth  Grade 

8. 

8. 

7. 

0. 

9. 

5 

Vllth  Grade 

9. 

8. 

7. 

1. 

9. 

6 

Vlllth  Grade 

9. 

8. 

7. 

1. 

9. 

5 

CoUege  Maids 

9. 

9. 

8. 

0. 

1. 

9. 

6 

EXPERIMENTAL   DATA    AND    RESULTS 


99 


Results:  (1.)  Memory  Span.  The  88  Reformatory  women 
have  on  the  whole  a  poorer  memory  span,  as  indicated  at  all 
three  percentiles,  than  has  even  the  working  girl  of  fourteen. 
Over  38  per  cent,  of  them  are  as  poor  as,  or  poorer  than,  the 
poorest  13  per  cent,  of  the  working  girls  of  fifteen  years. 

That  this  decreased  retentiveness  correlates  with  degree  of 
intelligence  as  indicated  by  the  school  grade  attained  is  made 
evident  by  Curve  40.  The  percentiles  of  the  Grade  Group 
coincide  almost  exactly  with  those  of  the  C.  15.  The  curve  of 
the  Below-Grade  Group  is  exactly  contrasted  to  that  of  the 
Grade  Group.  The  two  groups  are  thus  unmistakably  differ- 
entiated with  respect  to  memory  span.  The  25th  percentile 
of  the  less  intelligent  group  is  as  low  as  the  75th  percentile  of 
the  Grade  Group;  no  individual  among  the  latter  recalls  less 
than  five  numbers,  while  29  per  cent,  of  the  former  recall  not 

TABLE  22. 

Memort  for  7-Place  Numbers. 

Percentiles,  Quart  ile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 
and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 
and  15-year-old  Working  Girls. 


ID 

(D 

o 

£ 

•d  g 

fl3 

m     U 

(D     ^ 

4^ 

+= 

w     «- 

W     ^ 

42 

a 

a 

^    S' 

S    S' 

■a 

•a 

Group 

'^  Pk 

'^    111 

a 

a 

t4 

(D 

a 

o 

4i    Xi 

03   += 

3 

3 

Ph 

.5 

Ph 

.D   lO 

^   K5 

&! 

Li 

I> 

t^ 

0) 

u 

ja 

^ 

v;  -o 

•A  -d 

p. 

&: 

^ 

Pi 

s§ 

t= 

o 

Bedford             88 

100. 

85.7 

60.7 

14.3 

25.0 

100. 

7.2(1  Failure) 

C.  15 

98.2 

95.8 

88.4 

2.4 

7.4 

100. 

57.0 

C.  14 

96.7 

91.7 

80.4 

5.0 

11.3 

100. 

35.0 

Retarded  C.  14 

92.9 

85.7 

75.0 

7.2 

10.7 

100. 

35.7 

Retarded  C.  15 

Below-Grade  Group 

75.0 

59.0 

39.8 

16.0 

19.2 

100. 

7.2(1  Failure) 

Grade  Group 

100. 

92.9 

78.6 

7.1 

14.3 

100. 

46.5 

Vth  Grade 

85.7 

78.6 

75.0 

7.1 

3.6 

100. 

46.5 

Vlth  Grade 

100. 

92.9 

78.6 

7.1 

14.3 

100. 

50.0 

Vllth  Grade 

100. 

100. 

91.1 

0. 

8.9 

100. 

46.5 

Vlllth  Grade 

100. 

100. 

85.7 

0. 

14.3 

100. 

60.7 

100 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


more  than  four,  and  their  median  record  is  no  better  than  the 
poorest  record  of  all  among  the  Grade  Group.  Two  of  the  VIII 
Grade,  2  of  the  VII  Grade,  1  of  the  VI  Grade  and  3  of  the  Below- 
Grade  Group  have  a  memory  span  for  ten  numbers.  Seventy- 
seven  per  cent,  of  the  Maids  have  a  span  equal  to  or  greater 
than  that  of  the  median  working  girl  of  fifteen,  i.e.,  eight  digits, 
and  60  per  cent,  can  recall  nine  digits — the  25th  percentile 
standard  score. 

The  memory  span  of  the  8th  and  7th  grades  is  identical  and 
each  remembers  a  series  of  digits  longer  by  two  digits  at  the 
25th  percentile  and  by  one  digit  at  the  median  and  the  75th 
percentile,  respectively,  than  does  the  5th  grade  at  the  same 
points. 

The  decided  group  differences  and  grade  correlations  which 
maintained  in  the  standard  group  are  even  more  manifest 
among  our  subjects.  As  the  working  girl  exhibited  a  larger 
amount  of  positive  correlation  in  this  test  than  in  any  other, 

TABLE  23. 

Memory  for  8-Place  Numbers. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for   Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  Working  Girls. 


Group 

® 

si 

s 

_2 

d 
® 
w 

CD 

.2  fl 
•d  g 

«  " 

'^  Cm 

•^   IN 

«^  -d 

5i 

.2  a 
<M  "d 

5g 

3 

u 

a 

43 

u 

0) 

o 

Bedford               88 

87.5 

65.7 

45.4 

21.8 

20.3 

100. 

6.3  (2  Failures) 

C.      15 

93.9 

83.5 

70.6 

10.4 

12.9 

100. 

22. 

C.      14 

92.0 

78.6 

64.5 

13.4 

14.1 

100. 

25. 

Retarded  C.      14 

87.5 

75.0 

56.3 

12.5 

18.7 

100. 

25. 

Retarded  C.      15 

Below-Grade  Group 

62.5 

43.8 

31.3 

18.7 

12.5 

100. 

6.3  (2  Failures) 

Grade  Group 
Vth  Grade 

87.5 
59.4 

76.6 
59.4 

62.5 
40.7 

10.9 
0.0 

14.1 
18.7 

100. 
71.9 

28.2 
28.2 

Vlth  Grade 

87.5 

82.9 

65.7 

4.6 

17.2 

100. 

56.3 

Vllth  Grade 

92.3 

84.4 

67.2 

7.9 

17.2 

100. 

46.9 

Vlllth  Grade 

100.0 

81.3 

65.7 

18.7 

15.6 

100. 

34.4 

EXPERIMENTAL    DATA    AND    RESULTS 


101 


not  onl.y  at  the  time  she  left  school,  but  after  a  year  of  working 
record,  so  our  subjects,  after  being  out  of  school  five  years 
on  the  average,  show  the  same  positive  correlation.  This 
further  datum  helps  to  answer  Dr.  Woolley's  query  as  to  whether 
the  high  positive  correlation  with  grade  was  merely  a  sad  com- 
mentary on  the  mechanical  training  of  the  school  or  an  indication 
that  the  test  and  the  school  alike  are  highly  successful  in  distin- 
guishing the  more  intelligent  from  the  less  intelligent  individual. 
The  correlation  between  rank  in  these  memory  tests  and  the 
rank  in  native  intelligence  of  the  Bedford  88  as  based  upon 
observation  of  them  for  over  a  year  within  the  Institution  is: 

Memory  Span  r  =  +  ■  66  P.  £".  =  .  043 

Memory  for  7  Nimibers  r  =  +  .  65  P.  E.  =  .  046 

"•  S        "  r  =  +  .62  P.E.  =  .048 

"  9        "  r=  +  .60  P.  E.=  .050 

{2.)   The  Per  Cent,  of  Seven,  Eight  and  Nine  Numbers  Recalled. 

TABLE  24. 

^Memory  for  9-Place  Numbers. 

Percentile,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade,  Groups 
and  for  the  S  andard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 
and  15-year-old  Working  Girls. 


§2 

£ 

as 

1— t 

.2  a 

.2  a 

Group 

8 

03 
O 

a 

43 
1 

a 

4i  .d 

3 

3 

Em 

c€ 

Pi 

Si   lO 

ja  lo 

Li 

u 

N 

t» 

Qi 

s> 

4^ 

'•B 

Si 

tj  -a 

tti  -o 

Pi 

a 

t3 

^ 

^ 

(5i 

5§ 

o 

Bedford               88 

77.8 

61.2 

40.3 

16.6 

20.9 

100. 

13.9  (2  Failures) 

C.      15 

84.7 

71.5 

58.7 

13.2 

12.8 

100. 

22.0 

C.      14 

82.2 

68.2 

55.9 

14.0 

12.3 

100. 

22.0 

Retarded  C.      14 

75.0 

61.1 

58.4 

13.9 

2.7 

100. 

27.8 

Retarded  C.      15 

Below-Grade  Group 

52.8 

34.8 

22.2 

18.0 

12.6 

94.5 

13.9  (2Faihires) 

Grade  Group 

83.4 

72.2 

58.4 

11.2 

13.8 

100. 

8.4 

Vth  Grade 

63.9 

55.6 

50.0 

8.3 

5.6 

83.4 

8.4 

Vlth  Grade 

83.4 

70.9 

59.8 

12.5 

11.1 

100. 

38.9 

Vllth  Grade 

86.1 

76.4 

63.9 

9.7 

12.5 

100. 

50.0 

Vlllth  Grade 

91.7 

75.0 

69.5 

16.7 

5.5 

100. 

44.5 

102 


THE   MENTALITY    OF   THE    CRIMINAL   WOMAN 


e       I  5 


50- 

^                                RcS|o-r;f  rrrr   fr>^A, 

HO- 
30- 

\     ^    \ 

10- 

\  \ 

\ 
\ 
\ 
1               1               1               1               1 

Curve  39 


Curve  41 


50- 


20- 


10- 


e  1 5  .,     . 

C  /4-    •        . 


Curve  40 


Memory  Span 


Curve  42 


*In  this  and  the  foUowing  curves  for  memory  span  Une  "a"  indicates  the  total 
per  cent,  that  remember  less  than  seven  numbers,  and  compares  exactly  with  the 
standard  distribution  method;  the  Une  "b"  indicates  the  per  cent,  of  those  who 
remember  less  than  seven  numbers  whose  span  is  actually  6-5-4  and  less  than  four 
numbers. 


9S(,    906    fiS  7ft 


75r         *£f 


^^>t^    Jilat^k 


li.S^„^3  VIM    ^A.»Je 
C  I  5      . 
e  I  4-     .. 


N-   —  -"    I 


9576  9S4  •S'i'fe         7x6  Art 


Curve  43 


Curve  45 


50- 

\ 
\ 

M   5«.S.  

VO- 

\ 

\ 

30- 

1 
\ 

\ 

\ 

f 

\ 

/\ 

30- 

;o  - 

''i 

r 

\                 ^ 
\       / 

.A 

1 

/      \                      / 
1           V           1    .. 

100    95  5"  9£r         «£r         7J_J  b£_y  i"5'r 

g^fc     'Jo.fc    «lt  75b  fcJb  J"Jfa  ~ 


/flfl     9iT    9£J"         ?£5-  7J:r  6£r  fiS 

1St>   9oh    Sfb  7i-fe  (,s(>  S'f.b  r 


Curve  44 


Curve  46 


Memory.     Seven-Place  Numbers 


104  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

A.  Seven  Niwihers.  The  per  cent,  of  seven  numbers  which 
the  Bedford  group  recall  is  less  than  that  of  the  working  girl 
of  either  15  or  14  years  except  at  the  25th  percentile.  It  is 
equal  at  the  median  to  the  retarded  group  at  14  years  of  age 
but  poorer  at  the  75th  percentile.  Approximately  three- 
quarters  of  the  working  girls  at  15  can  remember  more  than 
the  poorer  half  of  the  Reformatory  group. 

The  Below-Grade  Group  recall  3.6  per  cent,  less  at  the  25th 
percentile  than  does  the  Grade  Group  at  the  75th  percentile. 
This  means  but  slight  overlapping  of  the  two  groups.  The 
Vth  and  Vlth  Grades  recall  decidedly  less  than  the  Vllth  and 
Vlllth  at  the  median  and  75th  percentiles.  The  poorest  record 
of  the  Grade  Group  is  lower  than  that  of  the  C.  15,  but  higher 
than  that  of  the  C.  14,  and  C.  Ret.  14,  and  the  Bedford  Below- 
Grade  Group  (see  Curve  44). 

B.  Eight  and  Nine  Numbers.  In  memory  both  for  eight  and 
nine  numbers  the  Bedford  88  are  inferior  to  the  C.  15.  They 
are  also  inferior  to  the  C.  Ret.  14. 

The  Grade  Group  is  essentially  as  successful  as  the  C.  15  in 
its  recall  of  nine  numbers;  of  eight  numbers  on  the  other  hand 
it  recalls  no  more  than  does  the  C.  Ret.  14  at  the  25th  percentile, 
and  at  the  median  and  75th  percentile  a  little  more  than  they 
but  still  slightly  less  than  the  C.  14. 

Of  the  Below-Grade  Group  three-quarters  are  as  poor  as,  or 
poorer  than,  the  poorest  quarter  of  the  Grade  Group  in  memory 
for  both  eight  and  nine  numbers.  Within  the  Grade  Group 
each  lower  grade  recalls  less  of  nine  numbers  at  each  percentile 
down  to  the  Vth  Grade,  which  is  poorer  by  5.6  per  cent,  at  the 
25th  percentile  than  is  the  VIII  Grade  at  the  75th  percentile. 

As  contrasted  with  the  standard  groups,  the  Reformatory 
women  recall  less,  proportionately,  of  eight  than  of  nine  digits 
with  a  tendency  amoDg  the  Below-Grade  Group  to  be  equally 
poor  in  both.  (See  Curves  47  and  51.  The  actual  numeri- 
cal differences  at  the  three  percentiles  are  given  in  Table  25.) 
This  capacity  to  come  nearer  to  the  working  girl's  ability  to 
recall  nine  digits  than  to  her  ability  to  recall  eight  can  hardly 
be  accounted  for  in  terms  of  an  increasing  adaptability  to  the 
requirements  of  the  test.     It  has  rather  to  do,  in  our  opinion, 


EXPERIMENTAL    DATA    AND    RESULTS 


105 


'VO- 

\ 

Bei^ 

►  TT     ?S 

\ 

CIS 

30- 

\ 
\ 
\ 
\ 

20- 

-V. 

\ 

^ 

iO- 

\ 

1           1           1 

1 

\ 
\ 
\ 
1             • 

iqO  HO 5         80  5"         70  5-        bOS-         505-         v£  5' 

Curve  47 


(,0- 

\ 
\ 

50- 

M 

e  /  5    ..     „ 

Cl4-     .         -       

HO- 

\  '  ^ 

\  *  ^ 

30- 

\  ^  ^ 
\  '  ^ 
\  \  \ 

\>  \ 

20- 

\>    \ 
\  "  A . 

\    -x 

"X. 

/o- 

\       ^ 
\ 

~'^ 

-\     / 

1           1 1 — 

'7~~.^<7X-. 

90  s         lo  J"         7o_s"         6a  r         SOS         va  r 
90  6  tab  "70  h  boio  Sob  ^i.b 


Curve  49 


9oh  Sot. 


Sot        70S'        t-o  y 
70  b           6a  6           So  a 

Sor 

Curve  4S 

50- 

Btf^o-rT    X  *»o3a                                         . 

•   £    /    5       .         ., A 

Ho- 

c,^   ..     ..      ^._.          /\ 

30- 

\                                                                                       /                    \ 
\                                                                                 /                          \ 

50- 

\                            /       \                            /                                ^ 

V 

10- 

...  1 ....  1 .   J — 1 1 

1 1 — 

90  5- 
«0b 

30  r        70- r 

70  (,            60- fc 

Curve  50 

60/ 

Sol, 

So  i"         vo  r 


Memory.     Eight-Place  Numbers 


106 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


si 


Co   S 


02 

P3 
P 

O 
I 


EXPERIMENTAL   DATA    AND    RESULTS  107 

with  the  types  of  imagery  involved.  Nine  digits  fall  easily 
into  three  groups  of  three  digits  each,  which  have  simpler  and 
more  emphatic  auditory-verbal  rhythmic  value  than  any  group- 
ing possible  with  eight  numbers.  An  individual  who  has  a 
good  visual  memory,  which  he  uses  for  all  the  number  series  or 
upon  which  he  can  fall  back  when  the  auditory  or  verbal  series 
become  unrhythmical,  will  be  at  an  advantage  over  the  indi- 
vidual who  must  depend  almost  wholly  on  the  auditory-verbal 
imagery.  The  indications  are  that  the  Reformatory  women 
do  lack  facility  in  the  use  of  visual  imagery. 

TABLE  25. 

Differences  Between  the  Per  Cent,  of  Eight  and  Nine  Digits  Recalled  by  the 

Reformatory  Subjects  as  Compared  with  the  Per  Cent.  Recalled  by  C.  15. 

Groups  Tests  25th  Per.  Median  75th  Per. 

Bedford  88  8  Digits  6.5  17.8  25.2 

9  Digits  .     7.0  10.3  18.4 

Grade  Group  8  Digits  6.4  6.9  8.1 

9  Digits  1.3  .3  —.3 

Below-Grade  Group   8  Digits  31.4  39.3  39.3 

9  Digits  31.9  36.3  36.5 

Section  9.     Substitution.! 

Standard  Method.  "Materials:  Four  blank  pages  of  geometrical  figures  of 
nine  different  kinds,  fifty  figures  on  a  page  (see  Fig.  1).  A  card  bearing  the 
nine  figures  in  a  row,  with  the  digits  from  1  to  9  printed  in  the  figures  in  order 
(see  Fig.  2). 

"Method  of  administering  the  test:  The  experimenter  laid  the  first  page  of 
figures  before  the  child  on  the  table,  set  the  card  up  where  it  could  be  easily 
seen,  and  gave  instructions  as  follows:  'You  see  this  page  of  figures.  Now  on 
this  card  I  have  the  same  figures,  but  each  figure  has  a  number  on  it.  What 
I  want  you  to  do  is  to  write  in  each  figure  on  this  page,  the  number  that  you 
see  in  the  same  figure  on  that  card.  For  instance,  what  figure  would  you  put 
in  here?  (Experimenter  points  to  one  of  the  figures  which  might  easily  be 
confused  with  another  one — the  triangle  or  the  U.  If  the  child  makes  the 
WTong  answer,  the  experimenter  points  out  the  error),  and  in  here?  (the  experi- 
menter takes  one  of  the  unique  figures).  I  want  you  to  begin  here  at  the  top 
of  the  page,  and  fill  the  figures  in  in  rows,  just  as  you  come  to  them.  As  you 
finish  each  row,  I  will  cover  it  up  with  this  piece  of  card-board,  this  way. 
Now  begin,  and  see  how  fast  you  can  get  the  whole  page  done.' 

"The  stop-watch  was  started  as  soon  as  the  child  began  to  look  on  the  card 
for  his  first  number,  and  stopped  as  he  finished  writing  the  last  one.  After 
the  time  for  the  first  page  was  recorded,  the  child  was  given  the  second  page, 
with  the  instruction:  'Now  fill  in  this  page  the  same  way,  and  see  if  you  can 
do  it  faster  this  time.' 

"At  the  beginning  of  the  third  page,  the  experimenter  said,  'Now  fill  in  this 
page,  and  try  to  do  it  stiU  faster.  When  you  finish  this  page,  I  will  take  the 
card  away,  and  then  I  want  j^ou  to  try  to  fill  in  the  last  page  just  from  memory.' 
If  the  child  noticed  errors  before  the  fine  was  covered,  he  was  allowed  to  correct 


^This  particular  form  of  substitution  test  was  devised  by  Dr.  Woolley. 
There  were  several  keys.     We  used  only  the  one  here  reproduced. 


108  THE    MENTALTY    OF    THE    CRIMINAL    WOMAN 

ncu  aO   uDunO 

V>UDE   nv>CA 


u  A  V  >  n   u  DOn  u 

UEDOV    AUO  V 


n>  A  c   <>□>  un 
A  vu  UD   EnO>n 


E  n  >On  >  A  u  V  u 

>VAUU  Duucn 

DuuOn  A>  vOu 

VU>CA  vnuDA 

uOvn>  novEu 

UEOHA  ACOun 

Dvocu  onuun 

>AUnV  UDVAU 

AOOn  >cnOA 

vuuDA  nonn> 


n>oc:n   v  >u  au 
nunc   cnn>u 


u  A>  vu   oa>  vu 
E>uuv   Auunv 


Figure  1 


EXPERIMENTAL   DATA   AND    RESULTS  109 

them.  The  object  of  covering  each  line  as  soon  as  the  child  had  filled  it  in, 
was  to  make  sure  that  in  the  first  three  pages  he  worked  constantly  from  the 
key,  and  on  the  fom-th  page  constantly  from  memory — never  from  his  own 
previous  records.  Some  children  who  made  no  errors  in  the  first  few  hnes  of 
page  four,  became  uncertain  and  made  errors  toward  the  bottom  of  the  page. 
Others  who  were  uncertain  at  first,  seemed  to  gain  confidence  as  they  went  on, 
and  were  more  correct  in  the  latter  part  of  the  page  than  in  the  beginning." 

□  r^  A  W  ><$>[2J  W  E 

FiQ.  II.     Key 

The  apparent  ability  of  the  Reformatory  subjects  to  make 
the  substitutions  varied,  we  found  in  a  series  of  preliminary 
tests,  with  the  distance  which  the  key-sheet  was  placed  from 
the  line  containing  the  figures  in  which  the  substitutions  were 
to  be  made.  In  the  case  of  the  poorer  six  or  eight  per  cent., 
if  the  key  was  more  than  three  inches  from  the  top  of  the  page, 
they  were  unable  to  make  the  substitutions  at  all  in  the  last 
half  of  the  substitution  page,  though  they  proceeded  with  fair 
success  in  the  first  half.  Their  memory  is  so  largely  immediate 
and  so  little  retentive  that  in  the  presence  of  a  series  so  complex 
as  nine  different  numbers  and  nine  different  figures  it  was  too 
difficult  for  them  to  remember  from  the  bottom  of  the  page 
which  figure  they  must  find  the  correct  number  for  in  the  key, 
and  then  keep  the  association  between  the  number  and  the 
figure  long  enough  to  get  back  to  the  bottom  of  the  page.  In 
order  not  to  counteract  the  real  issue  of  the  test,  viz.,  can  an 
individual  learii  to  associate  certain  numbers  with  certain  figures 
in  the  course  of  one  or  more  pages,  we  fixed  the  distance  of  the 
key  from  each  line  of  the  substitution  sheet  at  about  four  inches. 
This  was  accomplished  by  fastening  the  key  to  the  middle  of 
the  cover  pasteboard,  which,  by  the  standard  method,  was 
pushed  down  to  cover  each  succeeding  fine  as  it  was  filled  in 
by  the  subject. 

"Method  of  dealing  ivith  results:  The  time  and  the  accuracy  were  recorded 
for  each  page  separately.  Since  there  were  just  fifty  figures  on  a  page  each 
error  or  each  omission  meant  two  per  cent,  off  from  one  hundred.  The  two 
measm-es  were  then  combined  into  an  index,  which  was,  again,  time  divided 
by  accuracy,  or  the  estimated  time  of  perfection." 

The  assumption  implied  in  the  index  that  if  a  longer  time  had 
been  taken  for  each,  the  several  substitutions  would  have  been 
perfect,   is  sometimes  not  safe  for  our  lower-grade  subjects 
some  of  whom  are  unable  to  make  the  substitution  under  any 


110  THE    MENTALITY    OF    THE    CRIMINAL   WOMAN 

condition.  Dr.  Woolley  herself  indicates  that  the  index  of 
the  memory  page  must  not  be  taken  to  mean  that  more  time 
spent  in  filling  in  this  page  would  have  resulted  in  a  perfect 
record.  It  does  serve,  however,  as  she  points  out,  as  a  fair 
measure  of  the  combined  part  played  by  the  two  factors  of  time 
and  accuracy  in  the  memory  page. 

This  fourth  page  was  found  to  have  an  additional  value  in 
certain  supplementary  tests  where  it  proved  to  be  fairly  indic- 
ative of  the  number  of  learning  -pages  necessary  to  effect  a  perfect 
learning.  In  these  supplementary  experiments  we  continued  to 
alternate  a  learning  page  with  a  memory  page  for  all  those 
who  did  not  succeed  in  getting  on  the  fourth  page  an  original 
score  of  98  to  100  per  cent.  In  the  case  of  those  whose  first 
page  was  so  poor  as  to  be  practically  a  failure  it  seemed  incredible 
that  they  would  ever  learn  the  associations;  it  seemed  a  ridicu- 
lous performance  to  continue  the  test  with  them,  but  we  did 
so,  and  most  of  them  formed  the  substitutions  when  given  enough 
practice. 

The  index  of  the  first  page  of  practice,  also,  proved  to  be  pro- 
phetic of  the  number  of  practice  pages  required  to  recall  not 
less  than  94  per  cent,  of  the  associations.  When  the  indexes  of 
this  page  were  very  low,  it  took  twenty  learning  pages  to  effect 
perfect  learning;  with  indexes  a  little  less,  fifteen  pages  were 
sufficient;  finally,  we  found  that  those  with  the  best  indexes  had 
learned  the  substitution  perfectly  after  only  one  and  a  half  learn- 
ing pages,  although  it  took  them  a  little  longer  to  fill  in  the  mem- 
ory page  than  it  would  have  had  thej'  had  all  three  practice  pages 
of  the  standard  series. 

It  appears  then  that  the  index  is  of  clinical  value  as  a  fairly 

reliable  measure  of  individual  differences  in  capacity  to  learn. 

In  institutions  such  as  Bedford  it  is  often  an  advantage  to  be  able 

to  predict  whether  the  time  it  will  take  to  teach  a  given  individual 

a  simple  performance  is  one-half  or  ten  times  or  twenty  times  as 

long  as  the  time  required  to  teach  a  normal  person. 

"To  assign  a  value  to  the  performance  of  any  individual  in  this  test,  all  four 
pages  must  be  taken  into  consideration.  We  must  know  not  only  how  vveU 
he  did  on  the  foiirth  page,  but  how  much  time  he  had  put  into  the  learning 
process  of  the  first  three  pages.  In  fact,  the  most  significant  fact  about  the 
test  seems  to  be  the  rate  of  the  first  three  pages.  In  other  words,  two  indi- 
viduals may  have  arrived  at  the  same  degree  of  perfection  on  the  fourth 
page,  but  one  of  them  may  have  taken  twice  the  time  of  the  other  to  arrive 
there." 


EXPERIMENTAL    DATA    AND    RESULTS  111 

Something  which  at  first  sight  approximates  the  reverse  of 
this  is  true  of  the  duller  ones  of  such  a  group  as  ours.  Once 
they  understand  what  is  required  on  pages  one,  two  and  three, 
they  make  the  substitutions  with  approximate  rapidity,  but  fail 
signally  to  learn  the  associations  in  the  process  and  recall  such 
as  they  have  formed  with  extreme  slowness.  At  all  events, 
their  scores  are  disproportionately  below  the  normal  on  the 
fourth  page.  After  one  passes  beyond  the  group  that  can 
learn  readily  in  one,  two  or  three  pages  of  practice,  it  becomes 
not  so  much  a  matter  of  the  time  it  takes  an  individual  to  fill  in 
the  substitutions  on  any  given  practice  page,  but  of  how  many 
times  it  is  necessary  for  her  to  repeat  a  page  of  the  substitutions 
before  they  are  finally  learned.  James's  time-worn  phrase  "lowered 
permeability  of  the  nervous  system"  nicely  describes  their  con- 
dition, a  condition  which  can  be  compensated  for  only  by  repe- 
tition after  repetition  of  the  stimulus. 

Results:  There  are  percentile  tables  for  both  accuracy  and 
index  in  this  test.  There  are  curves  for  the  indexes  only.  Table 
34  tabulates  the  numerical  results  obtained  by  subtracting  the 
three  percentiles  of  accuracy  and  index  of  the  College  Maids, 
the  Bedford  88,  the  Grade  and  the  Below-Grade  Group  from 
those  of  the  C.  14,  C.  15  and  C.  Ret.  14. 

Inspection  of  these  tables  and  curves  shows  three  things. 
(1)  It  is  in  rate  of  accomplishment  more  than  in  accuracy  of 
accomplishment  that  the  various  Reformatory  groups  differ 
most  from  each  other  and  the  different  grade  groups  from  one 
another.  The  working  girls,  too,  vary  from  one  another  pro- 
portionally less  in  accuracy  than  in  rate  of  performance.  (2) 
Both  the  College  Maids  and  the  Reformatory  subjects  differ 
from  the  standard  group  much  more  widely  on  pages  one  and 
four  than  on  pages  two  or  three.  Page  one  measures  the  rapid- 
ity and  skill  with  which  the  adjustment  is  made  to  a  new  situ- 
ation. Here,  in  this  ability  to  comprehend  what  is  expected  and 
to  act  quickly,  the  advantage  is  entirely  with  the  working  girl. 
Even  the  Maids  are  slower  than  the  C.  15,  bj^  6.8  sec,  8.1  sec, 
and  19.0  sec,  respectively,  at  the  three  percentiles;  the  Bedford 
88  are  6.5  sec,  24.5  sec.  and  73.4  sec,  slower  than  the  same  stand- 
ard group  at  the  same  percentiles.  Pages  two  and  three  tend  to 
measure  simply  the  absolute  ability  of  an  individual  to  make  the 
substitutions  per  se.     Here  the  75th  percentile  of  the  Maids 


112 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


30- 


20- 


\o- 


e  1  B 


1             1 

■--^ 

~i 

V 

/fol         i.op.1 
a.oo          lia 

2VO 

a.io.1 

3oo 

Curve  55 

;qo.i 
/io 


1 1 0.1 

ino 


If  O.I 

I  bo 


Ho- 

/          \ 

/ 

/       / 

/      / 

/ 

/ 
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/ 

/ 

30- 

(0- 

e    15 

e  14- 

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1              1              1 

1            1            1            1 

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1 

IOC  I  lio.i         iHci  /to  I         /so.i  ioo.i  lio.i        iHO.i         ito^i         atei        Joat, 

llo  IHO  iho  190  ioo  aao  S10  260  270  300 

Curve  56 

Index  of  Substitution.     Page  1 


EXPERIMENTAL    DATA    AND    RESULTS 


113 


m- 

\ 

1- 

3 

\ 

£   /  5     ■        -      , 

\ 

'    \ 

C  i^  -      ■■ 

3»- 

^^ 

1  \ 

W 

a«- 

1 
1 

1 

\ 

\ 
\ 

\ 
\ 

10- 

1 

1 

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/ 

1         1         1 

IhOi  /foi  JM-I 

/HO  aoo  lio 


Curve  57 


e  r  &   -      - 
e  I  -f  ••     ■ 


i»o/  3oa/»- 


i20  X'. 


Curve  58 

Index  of  Substitution.     Page  1 


114 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


l-l-o 

. 

^ 

O 

PI  >">' 

a 

1   >f  ri. 

> 

0    —  — 

^              Q 

IS 

Tej<2; 

^'l- 

D 

O 

r 

H 
O 


O 

M 

H 

P 

l-H 

H 

pq 

CO 

o 


EXPERIMENTAL   DATA   AND    RESULTS 


115 


116 


THE   MENTALITY    OF    THE    CRIMINAL   WOMAN 


Curve  67 


Curve  68 

Index  of  Substitution.     Page  4 


EXPERIMENTAL    DATA   AND    RESULTS 


117 


e  I  s    .. 


(OO  /20 


Curve  69 


Curve  70 


Index  of  Substitution.     Page  4 


118 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


excel  the  C.  15  on  page  two  by  10.1  sec,  versus  a  deficit  of  19  sec. 
on  page  1 ;  they  are  still  slower  at  the  Median  but  only  by  2.3  sec. 
as  versus  8.1  sec.  on  the  first  page.  In  the  case  of  the  Bedford  88, 
the  per  cents,  on  page  two  differ  from  those  of  the  standard  by  50 
per  cent,  less  than  they  differed  on  page  one.  The  absolute 
amounts  are  3.9  sec,  11.2  sec.  and  45.2  sec.  Apparently,  thus, 
both  the  Maids  and  the  Reformatory  women  have  greater  ability 
to  make  the  substitutions  than  facility  to  appreciate  what  is 
expected  of  them  and  to  proceed  on  the  first  page  with  readiness 
and  dispatch.  Page  four  measures  capacity  to  learn  in  terms  of 
the  actual  amount  that  can  be  recalled  and  the  rapidity  with 
which  it  can  be  recalled.  Here,  again,  the  differences  are  greater 
between  the  standard  and  the  Maids  and  the  Reformatory  groups 

TABLE  26. 

Substitution  Page  1.     Accuracy  in  Per  Cents. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and   15-year-old  Working  Girls,   and  for  College  Maids. 


<D 

» 

cJ  ■•i^ 

d  +3 

<D 

_2 

.1  § 
•a  u 

4J 

(D       tH 

4:> 

+2 

Group 

a 
o 
o 
u 

.2 

d 

<S 
^1 

i2  <3 

4i  .d 

a 

1 

3 

fe 

J 

-3 

A 

a 

^ 

■^ 

o 

v:  -o 

iw    "O 

p, 

CI 

S 

5i 

5§ 

p 

o 

Bedford        88 

100. 

98. 

91. 

2. 

7. 

100. 

52. 

(2  Failures) 

C.      15 

99.0 

98.8 

96.2 

0.2 

2.6 

100. 

64. 

C.      14 

97.4 

94.6 

90.2 

2.8 

4.4 

100. 

70. 

Retarded  C.      14 

98. 

94. 

90. 

4. 

4. 

100. 

70. 

Retarded  C.      15 

100. 

98. 

98. 

2. 

0. 

100. 

64. 

Below-Grade  Group 

99. 

94. 

82. 

4. 

12. 

100. 

54. 

(2  Failures) 

Grade  Group 

100. 

99. 

94. 

1. 

5. 

100. 

52. 

Vth  Grade 

100. 

94. 

88. 

6. 

6. 

100. 

52. 

Vlth  Grade 

100. 

99. 

95. 

1. 

4. 

100. 

90. 

Vllth  Grade 

100. 

100. 

97. 

0. 

3. 

100. 

82. 

Vlllth  Grade 

100. 

100. 

98. 

0. 

2. 

100. 

78. 

College  Maids 

100. 

98. 

96. 

2. 

2. 

100. 

86. 

EXPERIMENTAL  DATA  AND  RESULTS 


119 


than  on  pages  two  or  three,  to  the  disadvantage  of  the  two  latter 
The  working  girls  recall  a  higher  per  cent,  in  distinctly  less  time. 
(3)  Pages  one  and  four  serve  to  divide  the  Reformatory  women 
into.tw^o  clearly  differentiated  groups  corresponding  with  and  con- 
firming the  school's  estimate  of  intelligence,  i.  e.,  the  Grade 
Group  and  the  Below-Grade  Group.  On  page  four  55  per  cent. 
of  the  index  scores  and  56  per  cent,  of  the  accuracy  scores  of 
the  latter  are  as  poor  as  the  poorest  quarter  of  the  former. 
Also  the  best  quarter  of  the  Below-Grade  Group  is  equalled  or 
surpassed  in  accuracy  by  61  per  cent,  and  in  index  by  65  per 
cent,  of  the  Grade  Group.  Thus,  the  Grade  Group  are  super- 
ior to  the  Below-Grade  Group  in  both  the  amount  they  have 
learned  and  the  rapidity  with  which  they  recall  it. 

TABLE  27. 

Substitution  Page  2.     Accuracy  in  Per  Cents. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups, 
and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 
and   15-year-old  Working  Gii'ls,  and  for  College  Maids. 


Group 


(D 

® 

C  *= 

o 

© 

a 

SS 

a 

§ 

S3 

li 

3 

u 

.a 

^ 

a 

« 

tj  -o 

a 

10 

^ 

lO 

Qg 

Q% 

Bedford 

C. 

C. 
Retarded  C. 
Retarded  C. 


15 
14 
14 
15 


Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

VII  th  Grade 

Vlllth  Grade 

College  Maids 


100. 

98. 

96. 

2. 

2. 

100. 

99.1 

98.3 

96.6 

0.8 

1.7 

100. 

98.8 

97.3 

94.3 

1.5 

3. 

100. 

100. 

98. 

94. 

2. 

4. 

100. 

100. 

100. 

98. 

0. 

2. 

100. 

98. 

96. 

90. 

2. 

6. 

100. 

100. 

100. 

98. 

0. 

2. 

100. 

100. 

98. 

94. 

2. 

4. 

100. 

100. 

100. 

97. 

0. 

3. 

100, 

100. 

100. 

98. 

0. 

2. 

100. 

100. 

100. 

98. 

0. 

2. 

100. 

100. 

98. 

96. 

2. 

2. 

100. 

50.    (2  Failures) 

82. 
66. 
74. 
82. 

50.    (2  Failures) 


78. 
94. 
66. 
76. 

92. 


120 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


There  is  a  positive  grade  correlation  that  is  as  close  as  that 
for  the  standard  group.  The  VIII  Grade  is  clearly  the  best  in 
capacity  to  learn,  as  measured  by  the  index  of  the  memory 
page  and  by  the  shortened  time  spent  in  learning  as  measured 
by  the  lower  indexes  of  pages  one,  two  and  three.  When  capac- 
ity to  learn  is  rated  bj'  ability  to  remember  (page  four),  the 
8th-grade  Reformatory  women  are  better  than  the  C.  15  in 
both  accuracy  and  time,  but  at  all  other  points  the  Reformatory 
women  are  less  accurate  than  the  standard  and  become  increas- 
ingly so  as  the  grade  at  which  they  finally  left  school  becomes 
lower.  The  Grade  Group  with  its  equivalent  amount  of  school- 
ing is  3.7  sec,  7.9  sec.  and  81.7  sec.  slower  than  the  fifteen-year- 
old  girl.     At  the  25th  and  50th  percentile  points  they  are  0.8  sec. 

TABLE  28. 

Substitution  Page  3.     Accuracy  in  Per  Cents. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups, 
and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 
and   15-year-old  Working  Girls,   and  for  College  Maids. 


Group 


<D 

<D 

d  '-S 

G  'S 

a> 

« 

=«  9 

d    d 

a 

"d  u 

•O    o 

+j 

o   U 

42 

d 

§ 

SS 

ss 

fi 

<D 

d 

,* 

i^ 

h; 

Pi 

«e 

(k 

"^  (N 

^fO 

.d 

% 

5 

«J  "O 

<,-:  -o 

a 

t3 

§ 

"5 

QiS 

Q^ 

Bedford 


88 


C.  15 

C.  14 

Retarded  C.  14 

Retarded  C.  15 

Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 

College  Maids 


100. 

98. 

96. 

2. 

2. 

100. 

99.2 

98.4 

96.8 

0.8 

1.6 

100. 

99.1 

98.1 

96.1 

1. 

2. 

100. 

100. 

98. 

96. 

2. 

2. 

100. 

100. 

100. 

98. 

0. 

2. 

100. 

100. 

98. 

92. 

2.' 

6. 

100. 

100. 

100. 

98. 

0. 

2. 

100. 

100. 

98. 

98. 

2. 

0. 

100. 

100. 

100. 

95. 

0. 

5. 

100. 

100. 

100. 

100. 

0. 

0. 

100. 

100. 

98. 

98. 

2. 

0. 

100. 

100. 

99. 

96. 

1. 

3. 

100. 

44.   (2  Failures) 

82. 
78. 
78. 


44.   (2  Failures) 

92. 
94. 
92. 
92. 
94. 

94. 


EXPERIMENTAL   DATA    AND    RESULTS 


121 


quicker  than  the  fourteen-year-old  girl  at  the  same  record  points; 
at  the  median  they  surpass  the  retarded  working  girl  of  fourteen 
by  7.5  sec.  but  when  these  retarded  girls  are  retested  at  fifteen 
(after  a  year  of  working  history),  they  surpass  the  Grade  Group 
of  the  Reformatory  women  at  all  percentiles.  Of  our  Below- 
Grade  Group  three-quarters  are  as  slow  as,  or  slower  than,  the 
record  that  marks  off  the  poorest  quarter,  not  only  of  the  C.  15 
and  C.  14,  but  also  of  the  retarded  girl  when  tested  at  fourteen. 
The  College  Maids,  too,  are  poorer  than  the  retarded  fourteen- 
year-old  girls,  except  at  the  25th  percentile.  It  may  be  that 
universally,  as  under  the  conditions  of  this  test,  the  Maids  learn 

TABLE  29. 

Substitution  Page  4.     Accuracy  in  Per  Cents. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Bclow- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups, 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and   15-year-old  Working  Girls,   and  for  College  Maids. 


Group 


(D 

a 

a} 

o 

u 

01 

j3 

^ 

c8 

Si 

■d 

43 

<u 

K5 
IN 

% 

100. 

84. 

98.8* 

97.2 

98.6* 

95.9 

100.  t 

96. 

100. 

98. 

86. 

69. 

100. 

90. 

100. 

88. 

100. 

94. 

100. 

90. 

100. 

98. 

98. 

86. 

d  "-5 

I- 

V-  9 

43 

^^ 

+3    Xi 

^fl 

^ 

.S{2 

^ 

5S 

p. 

Bedford        88 

C.  15 

C.  14 

Retarded  C.  14 

Retarded  C.  15 

Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 

College  Maids 


64. 

89.1 

84.7 
84. 


50. 

76. 
76. 
70. 
63. 

84. 

72. 


16. 

20. 

100. 

1.6 

8.1 

100. 

2.7 

11.2 

100. 

4. 

12. 

100. 

2. 

10. 

100. 

17. 

19. 

100. 

10. 

14. 

100. 

12. 

12. 

100. 

6. 

24. 

100. 

10. 

27. 

100. 

2. 

14. 

100. 

14. 

14. 

100. 

14.   (2  Failures) 


24.    (1  Failure) 
24.    (1  Failure) 


22.    (2  Failures) 

14. 

18. 
36. 
14. 
64. 

54. 


*Estiniated  as  though  individuals  were  evenly  distributed  from  98  to  100 
per  cent.     No  such  record  actually  possible. 

fActual  25th  percentile  records  from  count  of  cards. 


122 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


more  slowly  than  the  retarded  working  children,  yet  it  seems 
more  likely  that  this  form  of  learning  test  is  disproportionately 
difficult  for  older  women  than  for  the  girl  of  fourteen  or  fifteen, 
that  if  the  association  to  be  learned  were  between  colors  and  the 
places  where  they  belonged,  or  between  numbers  and  different 
garments  to  be  packed,  the  older  women  who  had  mentahty  to 
go  as  far  in  school  as  the  working  girl,  would  hold  their  own 
much  better  than  here  where  the  number  and  the  figure  have 
little  meaning  and  depend  largely  upon  rote  recall.  To  obtain 
an  adequate  measure  of  the  capacity  of  women  to  learn,  one  or 
more  tests  wherein  the  material  is  of  concrete  practical  sig- 
nificance ought  to  be  added  to  the  series  of  the  Bureau  of  Voca- 
tional Guidance.  We  have  carried  through  two  such  tests  but 
they  are  to  be  published  separately. 

TABLE  30. 

Substitution  Page  1.     Index. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and   15-year-old  Working  Girls,   and  for  College  Maids. 


® 

S, 

c  -2 

(3  "•§ 

o 

£ 

l§ 

•|§ 

■a  « 

■a  y 

0)   >- 

®  fc 

+i 

Group 

a 

o 

^(S 

g   ft 

S 

S 

S-t 

a 

Li 

^- 

«5 

3 

3 

^ 

d 

fc 

^s 

^12 

S3 

4i 

-5 

.a 

4^ 

<j  -d 

(^  -o 

ft 

^ 

• 

% 

5i 

5§ 

o 

Bedford        88 

136.9 

173.1 

245.0 

36.2 

71.9 

104. 

958.3  (2  Failures) 

C.  15 

130.4 

148.6 

171.6 

18.2 

23.0 

98.4 

307.8 

C.  14 

142.0162.6 

185.6 

20.6 

23.0 

83.3 

419.5 

Retarded  C.  14 

151.6172.0 

195.3 

20.4 

23.3 

83.3 

419.5 

Retarded  C.  15 

Below-Grade  Group 

179.7  243.4 

324.4 

63.7 

81.0 

153.3 

958.3  (2  Failures) 

Grade  Group 

122.5  143.0 

191.0 

20.5 

48.0 

104.0 

492.7 

Vth  Grade 

145.2,171.9 

265.9 

26.7 

94.0 

104.0  492.7 

Vlth  Grade 

139.4  154.2 

181.0 

14.8 

26.8 

110.9:314.6 

Vllth  Grade 

119.3.134.0 

169.2 

14.7 

35.2 

107.4 

253.2 

Vlllth  Grade 

115.6 

131.4 

174.0 

15.8 

42.6 

106.2 

209.0 

College  Maids 

137.2 

156.7 

190.6 

19.5 

33.9 

113.3 

428.6 

EXPERIMENTAL    DATA    AND    RESULTS 


123 


There  is  a  positive  correlation  between  the  rank  of  the  index 
scores  of  the  fourth  page  and  rank  in  native  ability  to  profit 
by  the  training  of  the  industrial  school  of  the  institution.  This 
correlation  is  r  =  +  .48,  P.E.  =  .057. 

We  append  here  the  results  of  the  substitution  test  described 
by  Woodworth  &  Wells,^  which  was  given  to  a  group  of  girls 
selected  at  random  from  each  of  the  following  Reformatory 
groups:  (1)  the  Honor  Cottage,  to  which  are  sent  those  whom 
the  institution  selects  as  most  capable  of  self-control  and  self- 
direction.  These  girls  make  their  own  house  rules,  have  a 
house  Council,  and  are  given  all  the  freedom  in  self-government 

TABLE  31. 

Substitution  Page  2.     Index. 

Percentiles,   Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups, 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and   15-year-old  Working  Girls,   and  for  College  Maids. 


c  5 

o 

o 

eS    d 

.2  ^ 

13 

^  u 

"O    u 

+3 

'5 

<v  C 

4)  ti 

■^ 

4^ 

Group 

d 
u 

M    <0 

SS 

a 

a 

.2 

4^   ^ 

3 

2 
fe 

Si 

-3 

Si 

4^ 

tj  T3 

<J  -o 

a 

^ 

in 

g 

t2 

a% 

5§ 

0 

Bedford        88 

107.5 

130.2 

183.3 

227.0 

531.0 

64.4 

812.0  (2  Failures) 

C.  15 

103.6 

119.0 

138.1 

15.4 

19.1 

67. 4' 295.1 

C.  14 

108.7|130.4 

154.0 

21.7 

23.6 

68.0  298.4 

Retarded  C.  14 

114.6  139.3 

163.0 

24.7 

23.7 

68.0  298.4 

Retarded  C.  15 

Below-Grade  Group 

140.8 

177.1 

232.3 

36.3 

55.2 

89.2  812.0  (2  Failures) 

Grade  Group 

94.2 

114.1 

144.5 

19.9 

30.4 

64.4238.5 

Vth  Grade 

94.21123.4 

191.0 

29.2 

67.6 

64.4215.4 

Vlth  Grade 

106.8|ll7.0 

131.1 

10.2 

14.1 

80.8  198.4 

Vllth  Grade 

96.0112.8 

136.6 

16.8 

23.8 

73.6238.5 

Vlllth  Grade 

85.0  112.2 

131.0 

27.2 

18.8 

76.9  180.3 

College  Maids 

103.1 

121.3 

128.0 

18.2 

6.7 

81.6312.8 

*R.  S.   Woodworth  and   F.   C.   Wells.     Association  Tests.    Psychological 
Monograph  XIII,  No.  5,  1911,  pp.  53-55. 


124 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


that  they  have  the  power  to  sustain — a  system  in  theory  that 
is  not  unlike  self-government  in  certain  of  our  women's  colleges, 
(2)  Lowell  Cottage,  which  is  a  household  made  up  of  those 
whom  the  institution  recognizes  as  subnormal  mentally,  (3)  the 
Nursery,  which  is  the  cottage  for  women  who  have  with  them 
children  who  are  younger  than  two  years. 

The  figures  that  follow  in  Table  35  show  that  the  best  score 
of  these  Reformatory  women  is  only  a  little  better  than  the 
poorest  score  of  the  university  student.  Furthermore,  there 
are  characteristic  differences  between  the  average  time-scores 
of  the  several  cottage  groups  into  which  the  individuals  have  been 
classified  by  the  institution.  The  Honor-Cottage  group  is  dis- 
tinctly superior  to  the  others.     In  this  as  in  other  tests,  the  girls 

TABLE  32. 

Substitution  Page  3.     Index. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 
Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups, 
and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 
and   15-year-old  Working  Girls,   and  for  College  Maids. 


Group 


0) 

(D 

a  "-S 

a  'S 

2 

a  a 

(3  a 
=5  S 

§ 

a 

g  fin 

ss 

a 

J3 

'■3 

bet. 
75th 

3 

<0 

to 

cj  "O 

tw   "O 

p. 

t3 

N 

^ 

5i 

C    (3 

Bedford        88 

C.  15 

C.  14 

Retarded  C.  14 

Retarded  C.  15 

Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 

College  Maids 


93.1 
91.9 


121.9 
108.7 


160.6 

128.7 


94.0  112.7  134.8 
97.7  118.5  147.0 


117.2  157.9215.0 

91.o!l06.l'l36.1 
91.2  116.1  158.3 
92.71121.5  134.3 
88.6,105.5  133.8 

75.7 


86.2 


97.8  120.0 
99.3  136.5 


28.8 

16.8 

18.7 
20.8 


40.7 

15.1 
24.9 
28.8 
16.9 
22.1 

13.1 


38.7 

20.0 

22.1 
28.5 


57.1 

30.0 

42.2 
12.8 
28.3 
22.2 

37.2 


65. 21756. 8  (2  Failures) 

59.2I248.6 
59.8  242.9 
59.8  242.9 


75. 6  756. 8  (2  Failures) 

65.2  222.0 
75.0  168.5 
76.6  190.6 
65.2  222.0 
69.2  186.3 

71.4229.4 


EXPERIMENTAL   DATA    AND    RESULTS 


125 


who  come  to  the  institution  with  illegitimate  babies  are,  with 
few  exceptions,  among  the  duller  inmates  of  the  Reformatory. 
(The  large  average  deviation  of  Lowell  is  due  to  the  scores  of 
two  or  three  very  low-grade  feeble-minded  girls  who  were  much 
below  the  general  average.) 

In  its  present  form  this  test  is  less  useful  as  a  learning  test 
than  Dr.  Woolley's  substitution  test.  Its  five  substitutions 
are  too  easih^  learned  and  differences  among  the  brighter  indi- 
viduals are  either  lost  or  negligible.  Only  a  few  who  tested  under 
eight  years  by  the  Binet  tests  failed  to  learn  the  associations 
by  the  time  the  bottom  of  the  page  was  reached.  The  longer 
series  of  associations  of  Dr.  Woolley's  test  and  its  specific  memory 
page  offer  advantages  that  admit  of  the  isolation  and  measure- 
ment of  a  greater  range  of  individual  differences. 

TABLE  33. 
Substitution  Page  4.     Index. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups, 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and   15-year-old  Working  Girls,   and  for  College  Maids. 


<D 

2 

d2 

rt  "-3 

o 

3 

<s 

■d  o 

4^ 

*4^ 

<B    U 

S  t< 

■*S 

-^ 

Group 

i 

SS 

Sa 

a 

1 

CD 

a 

<0 

+i  ■^ 

3 

^ 

P4 

cS 

fw 

^i 

fe 

'i 

ji 

•*:> 

oi  -O 

t^  -d 

Pi 

^ 

^ 

5^ 

5^ 

0( 

3 

Bedford          88 

96.6 

157.5 

335.0 

60.9 

177.5 

57.8 

1130.8  (2  Failures) 

C.  15 

85.3  103.9 

139.3 

18.6 

35.4 

50.6 

19875.0 

C.  14 

88.5  112.6 

150.5 

24.1 

37.9 

52.0 

525.4  (1  Failure) 

Retarded  C.  14 

91.0  119.3 

162.1 

28.3 

42.8 

55.6 

525.4  (1  Failure) 

Retarded  C.  15 

87.4109.0 

j 

153.5 

21.6 

44.5 

55.2 

6987.5 

Below-Grade  Group 

154.7  281.7 

453.8 

127.0 

172.1 

57.8 

1130.8  (2  FaUures) 

Grade  Group 

89.0'lll.8 

221.0 

22.8 

109.2 

58.0 

972.2 

Vth  Grade 

96.7  112.0 

278.9 

15.3 

166.9 

63.4 

972.2 

Vlth  Grade 

85.6  127.5 

220.3 

41.9 

92.8 

68.4 

793.9 

Vllth  Grade 

96.7  122.8 

367.5 

26.1 

244.7 

63.0 

857.1 

Vlllth  Grade 

72.8,  97.6 

114.0 

24.8 

16.4 

58.0 

648.6 

College  Maids 

89.5136.9 

193.3 

47.4 

56.4 

62.6 

544.2 

126 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


TABLE  34. 

Differences  in  Substitution  Scores* 

Page  1. 


Differences  between  25th, 

Accuracy 

Index 

Median  and  75th  Per- 
centiles 

25th 

Median 

75th 

25th 

Median 

75th 

Maids  &  C.15 

1.0+ 

.8— 

.2— 

6.8— 

8.1— 

19.0— 

Maids  &C.  14 

2.6+ 

3.4+ 

5.8  + 

4.8+ 

5.9+ 

5.0— 

Maids  &  CRet. 

2.0+ 

4.0+ 

6.0  + 

14.4+ 

15.3+ 

4.7  + 

Bedford  88  &  C.15 

1.0+ 

.8— 

5.2— 

6.5— 

24.5— 

73.^- 

Bedford  88  &  C.14 

2.6+ 

3.4+ 

.8— 

6.0+ 

10.5— 

59.4— 

Bedford  88  &  CRet. 

2.0+ 

4.0+ 

1.0  + 

14.7+ 

1.1— 

49.7— 

Grade  Group  &  C.15 

1.0+ 

.2+ 

2.2— 

7.9+ 

5.6+ 

19.4— 

Grade  Group  &  C.14 

2.6+ 

4.4+ 

3.8  + 

19.5+ 

19.6+ 

5.4^ 

Grade  Group  &  Ret.  C.14 

2.0+ 

5.0+ 

4.0  + 

29.1+ 

29.0+ 

4.3  + 

Below  Grade  &  C.15 

1.0— 

4.8— 

14.2— 

49.3— 

94.8— 

152.8— 

Below  Grade  &  C.14 

.6+ 

.6— 

8.2— 

37.7— 

80.8— 

138.8— 

Below  Grade  &  CRet.  14 

0.0 

0.0— 

8.0— 

28.1— 

71.4— 

129.1— 

Page  4. 


Differences  between  25th, 
Median  and  75th  Per- 
centiles 


Accuracy 


Index 


25th      Median      75th      25th      Median      75th 


Maids  &  C.15 
Maids  &  C.14 
Maids  &  CRet. 

Bedford  88  &  C.15 
Bedford  88  &  C.14 
Bedford  88  &  CRet 

Grade  Group  &  C.15 
Grade  Group  &  C.14 
Grade  Group  &  Ret.  C14 

Below  Grade  &  C.15 
Below  Grade  &  C.14 
Below  Grade  &  CRet.  14 


2.0—  11.2—  17.1- 
2.0—  9.9—  12.7- 
2.0—      10.0—  12.0- 


0.0 
0.0 
0.0 

0.0 
0.0 
0.0 


13.2—  25.1— 
11.9—  20.7— 
12.0—  20.0— 


7.2— 
5.9— 
6.0— 


13.1— 

8.7—1 
8.0—! 


14.0—  28.2—39.1—! 
14.0—  26.9—34.7—1 
14.0—      27.0—  34.0— 


4.2— 
1.0— 

1.5+ 


11 


3— 
8.1— 
5.6— 

3.7— 

.5— 

2.0+ 


33.0—  54.0— 

24.3—  42.8— 

17.6—  31.2— 

53.6—  195.7— 

44.9—  184.5— 

38.2—  172.9— 

7.9—  81.7— 

.  8+  70. 5— 

7.5+  58.9— 


69.4—  177.8—  314.5- 
66.2—  169.1—  303.3- 
63.7—  162.4—  291.7- 


*  Plus  signs  indicate  that  the  given  group  are  better  by  so  many  seconds  or 
per  cents,  of  acciu^acy  than  the  C  14,  C  15,  or  C  Ret.  l-l  groups;  minus  signs 
that  their  records  are  poorer  than  the  standards. 


EXPERIMENTAL    DATA    AND    RESULTS 


127 


TABLE  35. 

WOODWORTH  AND  WeLLS'  SUBSTITUTION  TeST. 

Average,  Average  Deviation  and  Range  in  Time-Scorea  of  University  Students, 
and  Three  Cottage  Groups  of  Reformatory  Subjects. 


Subjects 


First  Half 


Second  Half 


Whole 


Eleven  University 
students  (men  and 
women)  tested  by 
Woodworth  &  Wells. 

Fourteen  from  Honor 
Cottage. 


Nineteen  from  Low- 
ell Cottage. 

Fourteen  from  Nurs- 
ery Cottage. 


Av. 
A.  D. 

Range 


79.6" 
9.0" 
58"_94" 


65.1" 

7.8" 
53"    —  83" 


Av.  112.8"        I      80.5" 

A.  D.  13.1"         !       14.1" 

Range       96"— 141.5"  74"    —119" 


144.7" 
12.5" 
111"    —  177" 


193.4" 

23.6" 

171"    —  260.5" 


Av.  239.1" 

A. D.  192.7" 

Range  96"— 840" 

Av.  178.7" 

A. D.  79.7" 

Range  112"— 360" 


137.0"  376.0" 

192.7"  255.5" 

70.5"— 460"  177.5"— 1029." 

137.2"  306.0" 

36.8"  60.5" 

81"    —264"  il95"    —566" 


Section  10.     Completion  op  Sentences. 
(See  Whipple's  Manual,  Test  46B.) 

Standard  Method.  "Materials:  A  blank  containing  the  beginnings  of  thirteen 
sentences,  numbered  from  the  bottom  up.  A  piece  of  card-board  the  size 
of  the  blank.     A  stop-watch. 

"The  number  of  sentences — thirteen — was  the  accidental  result  of  the  fact 
that  the  first  supply  of  blanks  for  the  test  was  ordered  from  Stoelting  of  Chica- 
go from  Whipple's  copy,  and  came  in  the  form  of  two  sheets,  one  containing 
twelve  and  one  thirteen  sentences,  numbered  from  one  to  twenty-five.  The 
twenty-five  sentences  seemed  unnecessarily  long  and  fatiguing,  and  so  we 
used  only  the  first  page,  which  contained  thirteen  sentences.  As  in  the  oppo- 
site test,  several  forms  were  needed  because  of  possible  communication.  The 
new  forms  had  to  have  the  same  number  of  sentences  as  the  old.  The  five 
forms  are  printed  below. 


13.  If  some  one  happens 

12.  The  star 

11.  Because 

10.  If  you  do  not 

9.  Smile 

8.  I  hasten 

7.  It  was  evening 

6.  A  stroke  of  lightning 

5.  When  you  have  to 

4.  The  house 

3.  It  rains 

2.  One  must  have  patience 

1.  I  entered 


b. 

Because 

The  story 

Since 

If  you  tell 

Run 

I  knew 

In  the  morning 

An  accident 

When  vou  see 

The  child 

It  seems 

It  is  never  right 

I  heard 


If  some  child 
The  theatre 
The  reason  why 
Since 
I  told 
Think 

It  was  snowing 
The  death  of 
When  you  want 
The  factory 
It  is  better 
One  must  never 
The  boy  went 


128  THE    MENTALITY    OF    THE    CRIMINAL   WOMAN 


d. 

e. 

13. 

In  the  evening 

It  is  hard 

12. 

The  newspaper 

A  strange 

11. 

I  was  sorry 

Try 

10. 

Letter  writing 

He  asked  me 

9. 

The  funeral  of 

The  child  learned 

8. 

A  flash  of  lightning 

I  do  not  like 

7. 

If 

The  store 

6. 

Our  dog 

This  summer 

5. 

The  continuation  school 

A  very  good 

4. 

It  is  fim 

Before 

3. 

Remember 

In  the  rain 

2. 

You  ought  not 

Boys  often 

1. 

A  year  ago 

When  I 

"Criticisms:  The  five  forms — like  the  opposite  blanks — are  not  strictly 
standardized.  In  making  them  out,  we  tried  to  make  them  of  equal  difficulty, 
and  of  equal  stimulating  power,  but  there  has  been  no  true  standardization 
of  the  pages.  One  defect,  which  can  easily  be  seen,  is  that  the  pages  are 
unequal  in  their  tendency  to  call  out  complex  sentences.  There  are  some  be- 
ginnings— -at  least  one  and  not  more  than  three — on  each  page  which  cannot 
be  completed  without  forming  a  complex  sentence,  and  there  are  others  which 
may  be  made  simple  but  are  most  naturally  completed  as  complex  sentences. 

"Method  of  administering  the  test:  The  printed  sheet,  covered  by  the  piece 
of  card-board,  was  placed  on  the  table  in  front  of  the  child.  The  experimenter 
was  supplied  with  a  piece  of  paper  numbered  to  correspond  with  the  thirteen 
sentences  to  be  used  for  recording  association  time,  and  a  stop-watch,  both 
screened  from  the  child.  The  usual  method  of  screening  was  by  holding 
the  child's  folder  with  one  half  of  it  upright.  All  suggestion  of  speed  or  of 
timing  was  carefully  avoided  in  giving  this  test.  The  instructions  were  given 
as  follows :  'On  this  piece  of  paper  under  the  card-board  are  the  beginnings  of 
some  sentences.  Just  the  first  few  words  of  the  sentences  are  printed  on  the 
paper,  and  what  I  want  you  to  do  is  to  write  something  after  those  words 
which  will  complete  the  sentence.  You  know  what  a  whole  sentence  is,  don't 
you?  You  studied  about  that  in  grammar.  You  may  wTite  anything  you 
wish  which  makes  sense,  but  be  sui-e  that  what  you  write  fonns  a  whole  sen- 
tence, not  just  part  of  one.  For  instance,  if  you  saw  the  words  "The  horse" 
on  the  paper,  what  could  you  wTite  after  that  to  make  a  whole  sentence  of 
it?  (The  answer  either  approved  or  criticized.)  I  will  show  you  these  be- 
ginnings of  sentences  one  at  a  time,  and  you  ■mite  anything  you  wish.  Here 
is  the  first  one.'  At  this  point  the  experimenter  puUs  up  the  card-board, 
exposing  the  first  sentence,  with  one  hand,  and  starts  the  stop-watch  with  the 
other.  The  experimenter  keeps  his  eye  on  the  watch,  and  notes  the  niunber 
of  seconds  elapsing  between  the  exposure  of  the  words  and  the  beginning  of 
the  writing,  giving  a  rough  measure  of  the  association  time  for  each  sentence. 
No  attempt  was  made  to  distinguish  intervals  less  than  two  seconds.  Since 
the  timing  and  exposing  process  was  rather  difficult,  each  experimenter  prac- 
tised counting  seconds  as  accurately  as  possible,  and  counted  seconds  from 
the  time  the  sentence  was  exposed  until  he  could  get  his  eye  on  the  watch. 
The  longer  intervals,  therefore,— any  longer  than  three  or  four  seconds — -were 
measured  by  the  watch,  while  the  shorter  ones  were  often  merely  counted. 
For  this  reason  fine  distinctions  of  association  time  are  not  taken  into  account. 
No  child  was  allowed  more  than  60  seconds  to  start  any  sentence.  At  the 
end  of  a  pause  of  that  length  he  was  told  to  omit  the  sentence  and  go  on  to 
the  next  one.  The  time  for  the  entire,  test  was  recorded,  as  well  as  the  asso- 
ciation times  for  each  sentence. 


EXPERIMENTAL    DATA    AND    RESULTS  129 

"Method  of  dealing  with  results:  The  following  measurements  of  the  sentence 
test  were  recorded: 

1.  The  nimnber  of  sentences  attempted. 

2.  The  number  of  sentences  correct.  In  marking  correctness,  only  the 
form  of  the  sentence  was  taken  into  account.  A  wrong  tense,  or  the  wrong 
form  of  adjective  or  adverb,  or  slang  and  colloquial  phrases  did  not  constitute 
wrong  sentences.  Only  an  error  which  rendered  the  result  not  really  a  sen- 
tence at  aU,  classed  it  as  wrong. 

3.  The  number  of  sunple  and  of  complex  sentences.  The  distinction  in 
this  case  was  made  strictly  in  accordance  to  the  grammatical  rules  for  com- 
plexity. 

4.  The  average  number  of  words  used  in  completing  the  sentences.  Two 
averages  were  taken,  in  cases  where  one  or  more  sentences  were  entirely 
omitted,  one  based  on  the  entire  thirteen  sentences,  and  the  other  based  on 
the  number  of  sentences  completed. 

5.  The  number  of  ideas.  In  counting  the  number  of  ideas,  the  intention 
was  to  find  out  how  many  distinct  ideas — exclusive  of  repetitions —  were 
expressed  on  the  page.  Every  noun,  every  verb  other  than  forms  of  "to  be," 
all  auxiliaries  of  mood,  every  adjective,  adverb,  or  personal  pronoun,  was 
counted  a  distinct  idea.  Personal  pronouns  when  used  in  the  singular  and 
plural  were  coimted  both  times,  though  differences  of  case  were  not  counted. 
Mere  conjunctions,  auxiliary  verbs  of  time,  prepositions,  or  relative  pronouns 
referring  to  words  on  the  page,  or  modified  forms  of  words  already  used,  were 
not  counted.  A  mere  negation  of  an  expressed  idea  was  not  counted.  Words 
which  were  classed  as  nonsensical,  that  is,  words  which  had  no  evident  con- 
nection with  the  beginning  of  the  sentence  they  were  supposed  to  complete, 
were  not  counted  as  ideas.  Words  which  were  sensible,  which,  while  not 
completing  grammatically  the  printed  beginning  of  the  sentence,  indicated 
a  distinct  idea  in  the  child's  mind  were  counted.  It  was  found  almost  im- 
possible for  any  two  people  to  agree  absolutely  on  a  set  of  rules  for  marking 
ideas.  After  trying  it  for  some  time  and  finding  differences  of  judgment 
which  it  seemed  impossible  to  guard  against,  we  decided  to  leave  all  the  mark- 
ing of  ideas  to  one  person.  Accordingly,  Mrs.  Fischer,  who  was  the  final 
authority  on  all  matters  of  evaluation,  marked  every  sentence  page  for  ideas. 

6.  The  total  time  of  the  test  was  recorded  in  seconds. 

7.  The  association  times  for  the  sentences  were  simamed  up  in  groups.  The 
first  group  comprised  all  the  sentences  begun  in  two  seconds  or  less;  the 
second  group  included  aU  those  begim  in  three  to  five  seconds,  inclusive;  the 
third  group  those  begun  in  six  to  ten  seconds  inclusive;  the  fourth  group  those 
begun  ip  eleven  to  twenty  seconds  inclusive;  and  the  fifth  group  those  begun 
in  twercy-one  to  sixty  seconds.  Since  there  were  so  few  long  association 
times,  these  divisions  seemed  fine  enough. 

8.  An  index  of  ideas  was  calculated  which  consisted  of  the  total  time  of 
the  test,  divided  by  the  number  of  ideas.  In  other  words,  the  index  represents 
the  average  time  per  idea  expressed. 

Since  the  various  factors  of  the  sentence  test  which  w^ere  evaluated  had 
comparatively  httle  relationship,  it  will  be  best  to  discuss  the  results  for  each 
one  separately.     Not  all  of  the  recorded  measures  were  smnmarized." 

After  we  had  scored  our  records,  Mrs.  Fischer  went  over  the 
first  fifty  of  them.  The  differences  between  her  scoring  and  ours 
proved  negligible. 

Of  the  5  lists  we  used  but  1,  viz:  list  "d"  since  communication 
was  ruled  out  for  our  group.  Our  subjects  were  unfamiliar 
with  the  continuation  schools  and  so  the  5th  sentence  of  list 
"d"  was  changed  to  begin  with  "The  State  Reformatory." 


130  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

It  is  to  be  recorded  that  we  departed  from  the  standard  method 
in  a  fundamental  aspect.  Instead  of  avoiding  all  idea  of  speed 
we  actually  emphasized  it.  We  said:  "Take  all  the  time  you 
need  to  complete  the  sentences  correctly,  but  do  not  waste  a 
single  minute.  Be  just  as  quick  as  you  can."  This  error  in 
method  was  the  fault  of  our  own  notes  and  observation  of  the 
tests  in  the  Cincinnati  laboratory.  As  stated  above  Dr.  Woolley 
had  not  yet  reduced  her  directions  to  written  form  when  this 
work  was  begun.  It  was  in  spite  of  the  demonstration  of  the 
tests  by  her  staff  that  the  misapprehension  arose. 

To  permit  the  force  of  stimulus  words  to  have  full  play,  the 
Cincinnati  method  is  the  only  proper  one.  Yet,  in  spite  of  the 
request  for  speed  the  Bedford  group  were  slower,  not  quicker, 
than  the  working  girl  and  excelled  the  standard  group  in  the 
number  of  ideas  called  for  and  in  the  number  of  sentences  cor- 
rectly written.  Once  more  it  is  evidenced  that  the  value  of 
time  is  of  secondary  importance  for  the  Reformatory  group;  the 
idea  of  speed  carries  less  weight  than  the  idea  of  correctness  or 
the  need  for  expression.  This  characteristic  disregard  for  time 
is  interesting,  and  a  testing  of  a  later  group,  where  the  standard 
conditions  were  fulfilled,  showed  that  our  urging  of  haste  with 
the  Bedford  88  made  less  difference  than  might  be  expected. 

So  many  of  the  Bedford  group  were  ignorant  of  the  meaning 
of  the  term  sentence  that  a  fuller  explanation  was  demanded  for 
them  than  for  the  standard  group.  In  illustration  we  used  the 
same  three  sentences.  In  a  set  of  prehminary  tests  we  learned 
that,  irrespective  of  whether  a  subject  said  that  she  knew  what  a 
sentence  meant  or  not  it  was  wise  to  take  the  precaution  to  ask 
of  each — ''How  many  sentences  is  this?  'I  am  sitting  on  the 
chair.'  'There  is  green  pencil  on  the  table.'  And,  how  many 
sentences  is  this?  'I  think  it  is  going  to  rain  for  there  are  clouds 
in  the  sky.'"  If  the  response  was  incorrect,  we  proceeded  to 
explain  as  best  we  could  what  a  sentence  is,  how  in  writing  it 
begins  with  a  capital  letter  and  ends  with  a  period,  etc.  We 
made  no  effort  to  point  the  distinction  between  a  simple  and  a 
complex  sentence;  both  were  used  in  illustration  in  order  to 
avoid  setting  either  as  a  type.  Beyond  this  additional  explana- 
tion of  the  term  sentence,  the  standard  directions  were  given 
verbatim. 


EXPERIMENTAL   DATA    AND    RESULTS 


131 


TABLE  36. 


Sentences.     Number  Correct  out  of  Thirteen. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  Working  Girls 


Group 


<D 

(D 

fl  ■s 

fl  -2 

® 

.2  ^ 

.2  nH 

•a  o 

■a  o 

II 

1^ 

0 

a 

o 

a 

fe 

0 

(a 

■w  -^ 

S- 

H^ 

Plh 

ea 

e^ 

■^    (N 

^le 

t.< 

^ 

•a 

Ji 

P, 

<B 

Ph 

IN 

S 

1> 

fii 

Q§ 

Bedford 

C. 

C. 
Retarded  C. 
Retarded  C. 


15 
14 

14 
15 


Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 


13. 

12. 

10. 

1. 

2. 

13. 

13.5** 

11.8 

10.7 

1.7 

1.1 

13. 

12.9** 

11.1 

9.4 

1.8 

1.7 

13. 

12. 

11. 

9. 

1. 

2. 

13. 

11. 

10. 

6. 

1. 

4. 

13. 

13. 

13. 

12. 

0. 

1. 

13. 

13. 

12. 

12. 

1. 

0. 

13. 

13. 

13. 

12. 

0. 

1. 

13. 

13. 

13. 

12. 

0. 

1. 

13. 

13. 

13. 

13. 

0. 

0. 

13. 

1.  (6  Failures) 

5. 

5.* 

5.* 


1 .  (6  Failures) 


10 


*One  complete  failure — i.  e.,  only  one  correct. 

*  *  The  percentiles  were  estunated  as  though  1  included  measures  up  to  2 . 


132 


THE    MENTALITY    OF    THE    CRIMINAL   WOMAN 


SO- 

\ 

\ 

e  15 

w- 

\ 

\\ 
\\ 
\\ 

30- 

\  \ 

\  \ 

\  \ 

10- 

\   \ 
\    \ 
\     \ 
V    \ 

10- 

1           1 

^ 

^=^-^ 

-- 

c:^ 

, 

"'^^^^-^ 

.   ,  1        .1,  —   1 

-.13  (X.  II  10  <f 


7  7- 


CURVE  71 


70- 

1    r?»lr>i«      1                  -->■->-  > 

65- 

e  is 

C  14- 

So- 

\    \ 

\  \ 

HO- 

\\ 
\\ 

00- 

k 

/ 

10- 

/    \  ^ 

\  \ 
V  \ 

/ 

10- 

1                1 

\ 

^ 

V. 

x 

X 

--^J 

1 

.1 

--—-^-■^ ^"^ 

1                  1                  1                  1 

(3  la.  II  10  q  ST  7- 


CURVE  72 

Sentences.     Number  Correct  out  of  Thirteen 


EXPERIMENTAL    DATA    AND    RESULTS 


133 


eo- 

70- 

60- 

\  \ 

50- 

\ 
\ 

\  \ 

R.i+«,r  VTTi     ?..j- 

£is       .         .       

<^<4-        .           .        

10- 

\\ 
\\ 

\ 

30- 

\\ 

\ 

ic- 

\ 
\ 

\ 

\ 
X 

\       \_ 

10- 

\ 

s 

1 

\ 

1 

N 

_i 1 i ^ 

13  11  II 


Curve  73 


C   i4       - 


IS  It  II  lo  q  i  -J  ^_ 

Curve  74 

Sentences.     Number  Correct  out  of  Thirteen 


134  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

Results:  1.  Number  of  Sentences  out  of  Thirteen  Correct. 
The  form  of  the  curve  for  the  Bedford  88  is  bimodal,  tho'  less 
extreme  in  its  distribution  than  the  corresponding  curve  for 
most  of  the  tests.  The  total  88  equal  the  C.  15  at  the  25th  per- 
centile and  median  scores.  Although  slightly  inferior  to  them 
at  the  75th  percentile,  they  are  superior  to  the  C.  14. 

It  was  fully  expected  that  the  Reformatory  women  would  com- 
pare unfavorably  with  the  working  girl  in  capacity  to  complete 
sentences  correctly.  In  this,  with  the  exception  of  the  poorest 
quarter,  they  disappointed  us.  The  Grade  Group,  with  its 
equivalent  education,  wrote  at  the  median  score  as  many  sen- 
tences correctly  as  did  the  working  girl  at  the  25th  percentile. 
The  75th  percentile  record  is  slightly  better  than  the  median 
of  the  C.  15  and  the  poorest  score  excels  the  standard  by  two 
sentences  correctly  written.  The  curves  for  the  8th  and  5th 
grades  parallel  very  closely  the  standard  curves  for  the  same 
grades.     (See  Curves  73  and  74.) 

The  Below-Grade  Group,  on  the  other  hand,  is  poorer  even 
than  the  Retarded  C.  14  girls  by  one,  one,  and  three  sentences 
at  the  three  percentiles,  respectively.  In  the  standard  group 
the  poorest  score  is  five  sentences  correctly  written;  in  the 
Below-Grade  Group  there  are  five  failures  and  a  number  of 
scores  less  than  five  sentences  correct. 

This  phase  of  the  test  served  to  set  off  the  Grade  Group  and 
the  Below-Grade  Group  as  two  distinct  groups.  How  little 
overlapping  there  is  between  the  two  groups  may  be  seen  in 
Curve  72.  The  Grade  Group  excels  the  Below-Grade  Group  at 
the  three  percentiles  by  one,  two  and  six  sentences  correctly 
written.  The  25th  percentile  record  of  the  Below-Grade  Group 
is  poorer  by  one  sentence  than  the  75th  percentile  of  the  Grade 
Group.  Or,  to  state  the  degree  of  overlapping  more  exactly, 
83.1  per  cent,  of  the  Grade  Group  write  as  many  or  more  sen- 
tences correctly  than  do  the  best  23.5  per  cent,  of  the  Below- 
Grade  Group.  The  poorest  score  of  the  Grade  Group  is  seven 
sentences  correctly  written,  the  poorest  score  of  the  Below- 
Grade  Group  is  failure. 


EXPERIMENTAL  DATA  AND  RESULTS 


135 


TABLE  37. 

Sentences.     Number  op  Ideas. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  lo-year-old  Working  GirLs. 


Group 


V 

(D 

s? 

11 

■a  ?, 

(D 

(B 

'■3  S 

4J 

a 
o 
o 

a 

0) 

a 

<a 

4^    J3 
0)    « 

ij 

PL| 

a 

(U 

XI  lO 

^   lO 

L« 

o 

ja 

vj  -a 

tj  -o 

Q. 

a 

s 

0  §■ 

Qi 

Bedford 

C. 

C. 
Retarded  C. 
Retarded  C. 


88 

15 
14 
14 
15 


Below-Grade  Group 

Grade  Group 

Vth  Grade 

Vlth  Grade 

Vllth  Grade 

Vlllth  Grade 


31. 

24. 

18. 

7. 

6. 

48. 

27.3 

22.7 

17.7 

4.6 

5.0 

46. 

21.7 

17.5 

14.2 

4.2 

3.3 

39. 

21. 

17. 

14. 

4. 

3. 

37. 

24. 

17. 

10. 

7. 

7. 

37. 

33. 

28. 

23. 

5. 

5. 

48. 

30. 

28. 

24. 

2. 

4. 

37. 

34. 

30. 

22. 

4. 

8. 

43. 

36. 

27. 

23. 

10. 

4. 

48. 

32. 

27. 

24. 

5. 

3. 

41. 

7.  (6  Failures) 


7.  (1  Failure) 
7.  (IFaUure) 


7.  (6  Failures) 

11. 
11. 
16. 
13. 
20. 


2.  Number  of  Ideas.  As  with  the  number  of  correct  sentences, 
so  with  respect  to  the  number  of  ideas  suggested  by  the  begin- 
ning of  these  thirteen  sentences,  the  Reformatory  women  are 
slightly  superior  at  all  three  percentiles  to  the  working  girl  of 
fifteen  (see  Curve  75).  The  percentiles  and  Curve  76  point  to 
a  separation  of  the  Grade  and  Below-Grade  Groups  here,  too. 
When  one  checks  the  records  of  the  C.  15  and  the  Reformatory 
Grade  Group  the  better  50  per  cent,  of  the  latter  are  better 
than  the  25th  percentile  of  the  standard,  the  75th  percentile 
better  than  the  standard  median,  and  the  lowest  record  of  all 
is  richer  by  three  ideas  than  the  poorest  record  of  the  C.  15. 
Only  the  best  29.4  per  cent,  of  the  Below-Grade  Group  equal 
or  surpass  the  number  of  ideas  expressed  by  the  75th  percentile 
score  of  the  Grade  Group.  The  difference  between  the  various 
grade  groups  among  the  Reformatory  subjects  is  greatest  with 


136 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


X^       r 

/ 

/■'\. 

/ 

/          \. 

< 
\ 

\ 

/ 
/ 
/ 

/ 

\  "^ 

/          _ 

\ 

^ 

/ 

/    '         1 

/  y 

/ 

/ 

/X 

Y 

/ 

1    '■ 

^ 

'   1 

^ 

1  ! 
1  1 

^ 

^ 

^1     ^       - 

Tj 

\. 

1        \ 

2  ' 

\. 

1         \ 

tw  =  = 

\         1       u 

'J  in  * 

\ 

JGG 

\ 

-ST 


-  5'5      00 


< 

I— I 

o 

« 

n 
P 


t=(j 


^,0, 


51:^    u 


o 

H 
Eh 

02 


EXPERIMENTAL   DATA    AND    RESULTS  137 

respect  to  the  "fewest  number  of  ideas"  expressed.  Neither 
among  our  subjects  nor  the  standard,  however,  is  the  correla- 
tion for  the  separate  grades  as  positive  a  one  as  in  the  other 
tests.  The  fact  that  the  Grade  Group  express  more  ideas 
than  the  standard  group  is  less  surprising  than  their  superiority 
in  the  other  phases  of  this  test.  Their  arrest  and  separation 
from  their  family  and  friends  has  made  them  introspective. 
They  are  eager  to  find  out  about  the  Reformatory  and  possi- 
bilities for  their  release.  They  have  been  put  in  quarantine, 
where  they  have  been  unable  to  talk  to  anyone  for  a  number 
of  days.  During  the  preceding  tests  they  were  not  allowed  to 
discuss  their  problems,  then  in  this  test  certain  of  the  stimulus 
words  suggest  experiences  in  their  lives  and  furnish  a  basis  for 
self-expression.  "A  year  ago,"  "I  was  sorry,"  "Our  dog,"  etc., 
precipitate  such  sentences  as  "A  year  ago  I  was  traveling  in 
Washington  and  I  was  having  a  grand  time  in  a  theatrical 
show,"  "I  was  sorry  that  I  didn't  mind  my  mother  and  stay 
home  like  she  told  me  last  j^ear  for  I  wouldn't  be  here,"  "Our 
dog  is  a  little  brown  dog  and  he  has  a  house  in  the  yard  and  my 
brother  plays  w^th  him  fine." 

3.  Index  of  Ideas.  The  distribution  of  scores  in  this  test  is 
again  bimodal  (see  Curve  79).  The  criminal  woman  at  the 
25th  percentile  and  the  median' expresses  her  ideas  more  rapidly 
than  does  the  working  girl  of  fifteen,  but  at  the  75th  percentile 
she  is  decidedly  slower.  This  tendency  for  the  good  records  to 
be  better  and  the  poor  records  to  be  poorer  than  the  standard 
is  particularly  obvious  in  Curve  80,  from  which  curve  it  may 
be  seen  that  the  Below-Grade  Group  is  so  inferior  to  the  Grade 
Group  that  approximately  70  per  cent,  of  them  require  at  least 
twice  the  time  to  think  of  each  idea  as  the  poorest  quarter  of 
the  Grade  Group,  or  as  does  the  median  working  girl.  The  fact 
that  we  urged  our  subjects  to  hurry  makes  the  slowness  all  the 
more  striking.  The  Grade  Group  is  much  quicker  than  the 
C.  15  at  all  percentiles  and  in  its  best  and  poorest  scores.  The 
index  of  ideas  is  a  little  better  for  each  grade  from  the  5th  to  the 
8th  and  the  several  Reformatory  grades  are  slightly  superior  to, 
but  coincide  pretty  closely  with,  those  of  the  C.  15  (see  Curves 
81  and  82). 


138 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


TABLE  38. 

Sentences.     Index  of  Ideas. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  Working  Girls. 


o 

© 

ri   nd 

i-i  13 

ffl 

<D 

.2  a 

5 

'S 

5  " 

5  " 

^ 

43 

Group 

id 

5   o 

^;S 

S 

a 

fl 

4^  Si 

<0    +^ 

4i  Si 

3 

3 

PU 

c« 

Ph 

^  i2 

^  ^ 

ti 

u 

N 

t^ 

® 

<B 

l> 

ti-<  "O 

5i 

Q. 
ft 

1:3 

o 

Bedford         88 

6.3 

9.5 

22.0 

3.2 

12.5 

3.4 

40.4  (6  Failures) 

C.      15 

8.1 

10.2 

14.7 

2.1 

4.5 

4.2 

90. 

C.      14 

8.3 

10.7 

14. 

2.4 

3.3 

4.9 

42.     (IFaUure) 

Retarded  C.      14* 

Retarded  C.      15 

Below-Grade  Group 

8.2 

22.6 

35.5 

14.4 

12.9 

5.7 

40.4  (6  Failures) 

Grade  Group 

5.7 

7.8 

10.8 

2.1 

3.0 

3.4 

39.4 

Vth  Grade 

9.3 

10.0 

16.0 

.7 

6.0 

5.9 

27.4 

Vlth  Grade 

6.4 

8.9 

14.6 

2.5 

5.7 

3.8 

24.7 

Vllth  Grade 

5.5 

6.1 

9.2 

.6 

3.1 

3.4 

39.4 

Vlllth  Grade 

5.2 

6.5 

9.1. 

1.3 

2.6 

4.5 

11.2 

*  We  lacked  the  data  nece.ssary  to  compute  these  percentiles. 

4.  Number  with  an  Association  Time  of  Two  Seconds.  The 
records  of  the  number  of  sentences  begun  in  two  seconds  is 
altogether  in  favor  of  the  working  girls.  In  spite  of  the  fact 
that  they  were  not  told  to  hurry  while  our  subjects  were  told 
to  do  so,  even  the  retarded  ones  among  them  at  the  ages  of 
fifteen  and  fourteen  formulated  and  began  to  write  a  larger 
number  of  sentences  in  two  seconds  than  did  the  Reformatory 
subjects.  This  tendency  to  be  slow  in  their  thinking  character- 
izes alike  the  Grade  and  Below-Grade  Reformatory^  groups. 
The  Vllth  and  Vlllth  Grades  are  superior  to  the  C.  15  girls  as 


EXPERIMENTAL   DATA    AND    RESULTS 


139 


So- 

. 

Be*^oO    98    . 

a   IS 

i/O- 

\ 

\  ^ 

^ 

-  \ 

\ 

30- 

\ 

\ 
\ 
\ 

- 

ao- 

\       \ 
\        \ 

V      \ 

10- 

1 

1 L 

g'b  /XJ>  /6J>  20(>         S.'Si, 

il.s      'bs      20.S-       n.s       ■*" 


?6  /IJo  lbj>  SOb  SS.bi- 

/jTr        /«.*■        ^o.s'       S.SS 


Curve  79 


Curve  81 


5«- 

\ 

..  ra.i.w    . 

S<■»•^ov^ 

Cl4- 

m- 

\ 

30- 

/ 

\     \'^ 

^ 

io- 

\ 

\    \     \ 

/ 

10- 

■    1 

\           \      "^^      1 

e    15    .       ■■       _, 
C  14-  -     "      -• 


J L 


5- 


?J.  /4_6  /66  J0.6  29.ki- 

lA.S  'feS"  1.0  i         iir 


5" 
S.5 


J.fa  /J  fa  /fe.t  22:<»  aS-fet 

/a,5-  /^.f  iO.r         2%S 


Curve  80 


Curve  82 


Sentences.     Index  of  Ideas 


140 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


TABLE  39. 

Sentences.     Number  with  an  Association  Time  of  2  Seconds  or  Ijess. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups 

and  for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14 

and  15-year-old  Working  Girls. 


© 

© 
.S  d 

■B    © 

© 
.11 

43 

d 

^1 

4^ 

4» 

Group 

<0 

a 

a 

d 

© 

4^  a 

©     43 

4:;  .d 
©  43 

13 

^ 

&4 

.2 

P^ 

o  lO 

J3  iC 

b 

b 

(N 

t^ 

© 

© 

43 

"3 

0) 

.d 

t^  -O 

<h;  -o 

Q. 

^ 

IN 

^ 

Qi 

5i 

3 

Bedford        88 

7. 

2. 

0. 

5. 

2. 

12. 

0. 

C.      15 

7.9 

4.9 

1.4 

3.0 

3.5 

13. 

0. 

C.      14 

7.6 

4.7 

2.2 

2.9 

2.5 

13. 

0. 

Retarded  C.      14 

8. 

5. 

3. 

3. 

2. 

13. 

0. 

Retarded  C.      15 

Below-Grade  Group 

4. 

2. 

0. 

2. 

2. 

10. 

0. 

Grade  Group 

8. 

3. 

1. 

5. 

2. 

12. 

0. 

Vth  Grade 

3. 

1. 

0. 

2. 

1. 

6. 

0. 

Vlth  Grade 

7. 

2. 

1. 

5. 

1. 

12. 

0. 

Vllth  Grade 

10. 

7. 

1. 

3. 

6. 

12. 

0. 

Vlllth  Grade 

10. 

7. 

3. 

3. 

4. 

12. 

0. 

a  whole,  but  inferior  to  the  corresponding  groups  among  the 
working  children.  This  is  conspicuously  true  of  the  Vth  Grade 
(see  Curve  86).  If  the  last  division  on  the  scale  of  Curve  84  had 
broken  the  number  of  sentences  begun  in  two  seconds  into  two 
groups,  separating  out  the  one  and  the  zero  sentences  and  repre- 
senting them  at  a  point  by  themselves,  the  curve  for  the  Grade 
Group  would  have  been  more  clearly  differentiated  from  that 
of  the  Below-Grade  Group  than  it  is  at  present.  The  percentiles 
show  that  50  per  cent,  of  the  Below-Grade  Group  begin  at  the 
most  not  more  than  two  sentences  in  two  seconds. 


bo- 


So- 


J L 


13, IX  11,10,9,9        'V.6,S',V  3.^,1,0 

Curve  83 


70- 


y>- 


30- 


20- 


- 

w- 

/N 

''  ^               / 

1'          \'    V                        / 

//                    \            V                    / 

36- 

//       \    ^-J 

!'        \  >^ 

SO- 

/   \  7 

//          \/ 

//              ^ 

"    n^ii^^-j  ^iji  Oi—j. 

Il             £  1  5       ..           " 

1                   1                   1  .       ._    _i 

J 1 I L 


/J,/4  l/./i.l.i  7.e>,i;f  2.i.l.0  13^11  i/.'Ot.t         7.l>.i.'*  3,2,1,0 

Curve  84  Curve  86 

Sentences.     Number  with  an  Association    of    Time  of  2 
Seconds  or  Less 


142 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


Section  11.     Association  by  Opposites. 

(See  Whipple's  Manual,  Test  34c.) 

Standard  Method.     "Materials:  A  page  containing  twenty  words,  printed 
one  under  another  at  the  left  side  of  the  page.     A  stop-watch. 
Seven'  such  pages  were  used,  as  follows : 

12  3  4  5  6  7 


Good 

Bad 

Front 

Strong 

Inside 

Worst 

Wise 

Outside 

Inside 

Safe 

Best 

Tall 

Never 

Joy 

Quick 

Slow 

Awake 

Always 

Enemy 

Dry 

Upper 

Tall 

Short 

Raw 

Front 

Big 

Foolish 

New 

Big 

Little 

Shut 

Wet 

Good 

Weak 

Busy 

Loud 

Soft 

Easy 

FooUsh 

Sorry 

Distant 

Generous 

White 

Black 

Rude 

Pretty 

Sick 

Slow 

Vacant 

Light 

Dark 

Winter 

Dead 

Poor 

Kind 

Tender 

Happy 

Sad 

Low 

Honest 

Similar 

Horrid 

Regular 

False 

True 

Day 

Cross 

False 

Cheap 

Stale 

Like 

DisUke 

Sharp 

Bright 

Prompt 

Left 

Absent 

Rich 

Poor 

Late 

Safe 

Black 

Honest 

Heavy 

Sick 

WeU 

Stupid 

Smooth 

Soft 

Dull 

Even 

Glad 

Sorry 

Old 

Summer 

Rough 

Pleasant 

Certain 

Thin 

Thick 

Sunny 

High 

Narrow 

Rough 

Love 

Empty 

FuU 

After 

Easy 

Evening 

Dirty 

Few 

War 

Peace 

Short 

Long 

Stout 

Quiet 

Raise 

Many 

Few 

Right 

Pohte 

Rapid 

Soft 

Silent 

Above 

Below 

Lazy 

Lazy 

Peace 

Ugly 

Shallow 

Friend 

Enemy 

Alive 

Right 

Few 

Patient 

Orderly 

"The  first  four  hsts  were  easier  than  the  last  three.  The  first  four  were  used 
in  the  14-year  series,  and  the  last  three  in  the  15-year. 

"Criticism:  We  are  convinced  that  the  test  is  one  which  is  decidedly  modified 
by  communication.  It  seemed  very  necessary,  therefore,  to  have  several 
blanks,  but  it  was  impossible  for  us  to  standardize  them  with  any  accuracy. 
The  first  four  are  easier  than  the  last  three,  and  do  not  differ  very  much  in 
difficulty.     Of  the  last  three,  the  one  beginning  'Wise'  is  the  hardest. 

"Method  of  administering  the  test:  The  experimenter  began  as  follows:  'Do 
you  know  what  I  mean  when  I  say  that  one  word  means  just  the  opposite  of 
another  word?  For  instance,  what  is  the  opposite  of  hot?'  If  the  correct 
answer  was  received,  the  experimenter  continued  with  up  and  straight  as  addi- 
tional illustrations.  None  of  these  words  appear  on  any  of  the  test  sheets. 
If  the  experimenter  did  not  receive  the  correct  answer  to  his  original  questipn, 
he  tried  to  explain  the  matter  further.  Sometimes  it  was  necessary  to  tell 
the  child  that  cold  was  the  opposite  of  hot,  and  then  try  the  other  illustrations. 
Occasionally  we  had  to  resort  to  such  leading  questions  as  the  following:  'If 
you  are  moving  in  an  elevator,  and  are  not  going  up,  in  what  direction  are 
you  going?'  A  child  who  needed  that  kind  of  explanation,  however,  never 
made  a  success  of  the  test.  When  the  experimenter  felt  that  the  child  under- 
stood the  test  as  well  as  he  was  able,  he  continued  as  follows:  'On  the  other 
side  of  this  piece  of  paper  there  is  a  list  of  words  printed  one  under  another. 
What  I  want  you  to  do  is  to  write  on  the  paper  after  each  word,  the  word  that 


1  Since  this  went  to  press  the  monograph  of  WooUey  and  Fischer  has  ap- 
peared and  contains  eight  instead  of  seven  lists  of  opposites  The  added  list 
is  the  third  in  that  monograph,  so  that  what  is  list  five  here  is  list  six  of  those 
actually  printed  by  Woolley  and  Fischer. 


EXPERIMENTAL    DATA    AND    RESULTS  143 

means  just  the  opposite  of  the  one  you  see  there.  For  instance,  if  you  saw 
hot  there,  what  would  you  write  after  it?  Yes.  Now  begin  at  the  top  and 
take  the  words  in  order.  If  you  pass  one,  you  can't  go  back  to  it,  so  trv  to 
get  each  one  as  you  go  along,  and  do  it  as  fast  as  you  can.' 

"The  stop-watch  was  started  as  the  child  looked  at  the  first  word  and  stopped 
as  he  finished  WTiting  the  last  one.  The  experimenter  sat  with  his  eye  on 
the  stop-watch,  and  told  the  child  to  pass  on  to  the  next  word  in  case  he  paused 
more  than  30  seconds  on  any  one  word. 

"Method  of  dealing  icith  results:  For  each  list  of  words,  a  list  of  opposites 
which  were  to  receive  full  credit  and  of  those  to  receive  half  credit,  was  made 
out.  Misspelled  words  were  not  counted  as  incorrect,  but  in  case  of  change 
of  fonn,  e.  g.  adverbs  used  for  adjectives,  one-half  credit  only  was  given. 
The  list  was  made  up  gradually  as  the  papers  were  marked.  Each  new  case 
was  made  the  subject  of  consultation,  but  the  final  decision  always  rested 
with  Mrs.  Fischer,  who  supervised  all  the  evaluating.  The  result  of  the  test 
was  recorded  each  time  in  terms  of  the  time  of  the  total  test,  and  the  accuracy 
of  the  series  in  per  cents.  In  this  case,  a  combined  measure  of  time  and  ac- 
curacy was  of  comparatively  little  significance.  The  accuracy  was  the  im- 
portant measure.  Children  who  were  uncertain  and  inaccurate  were  usually 
slow,  and  there  was  no  reason  to  think  they  could  have  done  much  better  by 
taking  more  time.  The  table  of  results  and  the  comparative  errors  are  ac- 
cordingly based  on  the  percentage  of  accuracy." 

In  the  Laboratory  of  Social  Hygiene,  List  5  only  was  used. 

We  reversed  the  model  pair  of  opposites  hot — cold  and  instead 
of  asking  "What  is  the  opposite  of  hotf"  we  asked  "What  is  the 
opposite  of  colcU"  This  was  done  because  subjects  who  are  as 
dull  as  many  of  ours  persist  in  mistaking  Jiot  for  heart  or  hard, 
which  is  undesirable  because  soft — hard  happened  to  be  one  of 
the  pairs  of  the  regular  test  lists. 

Dr.  WooUey  refers  to  the  fact  that  a  few  among  the  working 
girls  had  to  be  told  that  cold  was  the  opposite  of  hot  and  that 
leading  questions  and  illustrations  had  to  be  used  in  further 
explanation.  This  need  of  further  explanation  was  true,  not 
of  a  few,  but  of  many  of  the  Reformatory  group,  some  of  whom 
when  once  they  understood  did  not  do  so  badly  in  the  test.  It 
was  found  illuminating  to  postpone  the  explanation,  even  when 
a  blind  response  was  made  to  the  first  word,  until  after  the  oppo- 
site to  all  three  illustrative  pairs  had  been  asked  for,  because  some 
who  couldn't  see  at  first  came  later  of  their  own  accord  to  appreci- 
ate what  was  wanted  and  needed  no  further  explanation.  For 
this  reason  we  departed  from  the  standard  directions  by  asking 
for  all  three  model  words  before  taking  it  for  granted  that  it 
was  necessary  to  explain  what  was  meant  by  the  opposite  to  a 
word.     This  permits  one  to  discriminate  better  between  those 


144  THE    MENTALITY    OF    THE    CRIMINAL   WOMAN 

who  are  merely  slow,  but  capable  of  seeing  the  point  of  the  test 
for  themselves,  and  those  who  cannot  comprehend  what  is 
meant  by  'opposite'  until  it  is  explained.  If  the  correct  response 
was  given  to  one  of  the  three,  the  others  were  repeated;  if  these 
responses  were  correct,  the  test  was  continued  according  to 
the  standard;  if  not,  we  proceeded  in  this  wise:  ''By  opposite 
I  mean  the  very  most  different  thing  you  can  think  of.  What  is 
the  very  most  different  thing  from  coldf  From  wpf  From 
crooked  f  If  these  were  not  correct,  the  explanation  was  con- 
tinued. "If  you  are  in  an  elevator  and  it  is  not  going  up, 
which  waj"  is  it  going?"  The  reply  was  almost  always  "down." 
"That's  what  we  mean  by  opposite.  Up  and  down  are  opposite. 
Now  what  is  the  opposite  of  cold?  Of  crooked?"  If  the  reply 
was  still  incorrect,  we  asked,  "If  an  elevator  isn't  going  up,  it  is 

going ?"     "Down."     "If  the  weather  isn't  cold,  it  is ?" 

"Warm"  (most  frequent  reply).  "Yes,  warm  or  hot.  Now 
up  and  down  are  opposites  and  cold  and  warm  are  opposites,  so 
what  is  the  opposite  of  crooked?"  If  this  was  a  failure,  the  exper- 
imenter began  again  and  went  through  all  the  explanation  a 
second  time,  repeating  it  until  it  was  certain  that  the  subject 
could  not  appreciate  what  was  meant  by  an  opposite.  When 
an  individual  is  very  dull,  merely  telling  her  the  opposite  of 
a  word  or  two  does  no  good,  whereas  it  is  often  possible  to  make 
her  comprehend  the  idea,  by  repeating  the  explanation.  Such 
laborious  explanation  is  worth  while,  since  it  secures  a  series 
of  scores  varying  from  5  per  cent,  to  50  per  cent,  correct,  instead 
of  a  large  number  of  total  failures.  In  this  way  there  are 
secured  relatively  small  individual  differences  in  maximal 
capacity  to  comprehend  and  retain  the  idea  of  logical  associa- 
tion by  opposites  through  a  series  of  twenty  words.  Some  lose 
the  idea  entirely  after  the  first  word  or  two;  some  keep  it  until 
deflected  by  a  difficult  word;  others  alternate  it  with  words 
that  are  associated  by  similarity  throughout  the  entire  list. 

To  minimize  any  difficulties  due  to  unequal  skill  in  reading 
and  spelling  we  added  to  the  standard  directions  as  follows: 
"If  there  is  a  word  you  cannot  read,  ask  me  and  I'll  tell  you 
what  it  is.  If  you  can't  spell  correctly  a  word  you  want  to 
write,  it  doesn't  matter;  I  will  know  what  you  mean.     If  you 


EXPERIMENTAL  DATA  AND  RESULTS 


145 


can't  spell  it  at  all,  ask  me  and  I'll  tell  you."  In  no  instance 
was  the  experimenter  asked  to  spell  or  pronounce  a  word  by 
any  of  the  54  subjects  who  had  finished  at  least  the  5B  grade 
in  school.  Of  the  34  who  had  less  schooling  than  this — the 
Below-Grade  Group — the  following  were  helped  as  indicated 
in  Table  40. 


TABLE  40. 

Number  of  Words  Which  the  Experimenter 

abject 

;                       Pronounced 

Spelled 

Wrot 

112 

3 

0 

0 

127 

9 

0 

0 

24 

All 

0 

AU 

29 

11 

6 

0 

42 

AU 

0 

AU 

102 

10 

0 

All 

20 

All 

0 

All 

53 

All 

0 

All 

81 

All 

0 

0 

91 

All 

0 

All 

104 

AU 

0 

All 

114 

10 

4 

0 

18 

All 

0 

AU 

35 

AU 

0 

AU 

44 

AU 

0 

AU 

64 

AU 

0 

AU 

The  correlation  was  so  high  between  the  time  and  the  accur- 
acy for  those  who  needed  no  help  in  reading  and  writing  (r  + 
.83,  P.E.  =  .029),  we  decided  to  estimate  the  time  for  those 
subjects  who  could  not  read  or  write  at  all  to  be  like  that  of  the 
record  corresponding  most  nearly  to  theirs  in  accuracy.  In  so 
far  as  speaking  a  word  brings  a  higher  chance  of  accuracy, 
these  results  are  probably  placed  higher  in  the  scale  than  they 
should  be.  Until  the  relative  differences  between  the  probable 
accuracy  of  response  to  a  list  when  its  stimulus  words  are  spoken 
or  printed  have  been  determined,  this  is  a  source  of  error  that 
cannot  be  accurately  compensated  for. 

As  a  matter  of  fact  with  another  similar  list  which  was  pro- 
nounced to  the  subject  to  which  her  response  was  verbal  the 
accuracy  was  proportionally  higher  than  were  the  written 
response  to  the  printed  list.  Individual  differences,  however, 
were  less  evident,  and,  what  is  more  significant  from  the  point 
of  view  of  method,  the  results  correlated  less  closely  with  the 


146  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

general  efficiency  and  intelligence  of  the  women.  The  greater 
individual  variation  that  results  from  the  method  used  in  the 
Bureau  of  Vocational  Guidances  is  due,  we  believe,  not  so  much 
to  unequal  ability  to  read  and  write,  as  to  individual  differences 
in  ability  to  comprehend  what  is  read.  Even  after  they  have 
pronounced  the  stimulus  word  and  although  the  final  writing 
of  the  response  may  not  be  difficult  for  them,  the  response  is 
delayed.  When  the  words  are  spoken  to  them,  on  the  other 
hand,  they  comprehend  the  meaning  more  quickly.  The  duller 
ones,  who  could  not  be  made  to  understand  the  idea  of  opposites, 
gave  fairly  prompt  free-association  responses,  which  frequently 
happened  also  to  be  the  opposite.  Whereas  with  us  it  makes 
little  difference  in  the  speed  and  the  accuracy  of  the  actual  asso- 
ciation whether  we  read  or  hear  the  word  bad,  long,  or  black, 
to  these  Avomen  it  seems  to  make  not  a  little,  and,  as  the  degree 
of  their  intelligence  decreases,  they  apprehend  the  visual  with 
increasing  laboriousness  in  comparison  to  the  auditory  cue. 
There  seems  little  doubt  but  that  they  are  more  deficient  in 
control  of  material  that  comes  to  them  through  visual,  than 
through  auditory  channels. 

In  addition  to  the  group  above  referred  to,  to  whom  the  test 
list  of  auditory-verbal  opposites  was  given,  the  Binet  group  of 
200  was  also  given  such  a  series  of  ten  easy  opposites.  Two 
records  among  the  200  were  incomplete,  so  that  the  tables  are 
made  on  the  basis  of  198  records.  The  words  were  given  in  the 
following  order:  good,  outside,  quick,  tall,  big,  loud,  white,  light, 
happy,  false.^  The  words  were  pronounced  by  the  experi- 
menter and  if  the  correct  response  had  not  been  given  after  a 
pause  of  ten  seconds,  the  word  was  marked  a  failure.  Each 
word  entirely  correct  received  a  value  of  10  and  each  half-right 
a  value  of  5.  Eighty-five  per  cent,  of  the  test  must  be  correct 
to  receive  credit  in  the  Binet  series.  The  Hst  contains  no  word 
as  hard  as  similar,  peace  or  prompt  of  the  Bureau  of  Vocational 
Guidance  list.  For  the  pairs  of  opposites  that  are  on  both 
lists,  namely,  good — bad,  outside — inside,  tall — short,  big— little. 


''For  details  of  method,  see  the  Binet-Simon  Measuring  Scale  for  Intelligence. 
The  Training  School,  January,  1910,  p.  13. 


EXPERIMENTAL   DATA    AND    RESULTS  147 

white — black,  false — true,  the  per  cent,  of  wrong  responses  to  the 
visual  stimuU,  that  is,  when  the  list  is  given  to  the  subject  in 
printed  form,  is  from  two  to  three  times  as  high  as  when  the 
list  is  read  to  our  subjects.     (See  Table  41.)     Even  so,  when 

TABLE  41. 
Per  Cent,  of  Failures  to  Ten  Verbal  Opposites  Among  198  Reformatory 

Subjects.* 

Failures  Errors 


No.       Per  Cent.  No.       Per  Cent. 


Outside 

Tall 

13 

13 

6.6 
6.6 

Big 

14 

7.1 

Good 

16 

8.1 

Light 

20 

10.1 

White 

Happy 

Quick 

Loud 

22 

26 

29 

32 

11.1 
13.1 
14.6 
16.2 

False 

69 

34.9 

0 

0.0 

21 

10.6 

25 

12.6 

3 

1.5 

2 

1.0 

6 

3.0 

9 

4.5 

5 

2.5 

13 

6.6 

6 

3.0 

the  stimulus  word  is  not  presented  in  printed  form  and  no  writ- 
ing of  the  response  is  involved,  the  ability  to  give  the  correct 
opposite  of  these  words  when  they  are  read  to  the  subject  is 
much  below  the  normal.  Fifty-four  per  cent,  fail  in  the  test, 
that  is,  they  do  not  give  the  correct  opposite  to  seven  or  more 
of  the  words.  Twenty-four  have  a  score  of  ninety-five  to  one 
hundred  per  cent.;  twenty-two  per  cent,  a  score  of  eighty-five 
to  ninety  per  cent.;  twenty  per  cent,  a  score  of  seventy-five  to 
eighty  per  cent,  and  eleven,  seven,  six,  two,  and  nine  per  cent, 
have  scored  respectively  sixty-five  to  seventy,  fifty-five  to  sixty, 
forty-five  to  fifty,  thirty-five  to  forty,  and  less  than  thirty-five 
per  cent,  correct.  The  percents  at  the  various  Binet  ages  who 
pass  this  test  are  as  follows: 

6  yrs.         7  yrs.  8  yrs.        9   yrs.        10  yrs.       11   yrs.      12   yrs.      Total 

No.  %  No.      %     No.      %     No.      %    No.      %     No.     %    No.   %    No.     % 
No.  plus      0      0      2     14.3     2     15.4    9     19.6  39    52.7  39    81.3     1100    92  46.5 

No.  minus  2      0  12     85.7  11     84.6  37     80.4  35    47.3    9     18.7    0  106  53.5 

No.  tested  2  14  13  46  74  48  1  198 


*  For  corresponding  Figures  for  Bedford  88  and  College  Maids  see  Table  43. 


148 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


Only  twenty  per  cent,  of  those  who  test  nine,  whereas  fifty- 
three  per  cent,  of  those  who  test  ten,  and  eighty-one  per  cent, 
of  those  who  test  eleven  pass  this  test.  This  test  was  given  also 
to  a  group  of  normal-school  adult  students,  all  of  whom  passed 
the  test,  with  only  an  occasional  error.  All  but  one  of  the  198 
tested  in  the  Binet  series  has  an  average  reaction  time  that  is 
slower  than  the  slowest  time  (1.5  seconds)  of  response  among 
the  college  students  tested  by  Woodworth  and  Wells.'  The 
average  times  do  not  include  the  failures.     They  are  the  average 

TABLE  42. 
CREDrrs  Given  to   Different  Responses  in  Opposites  Test 


Full  Credit 

HaK  Credit 

INSIDE 

outside;  outdoors 

out 

TALL 

short;  low 

little;  tiny;  small 

ENEMY 

friend;  lover 

BIG 

little;  small;  tiny- 

short 

GOOD 

bad;  evil;  poor 

worst 

SORRY 

glad;  happy 

SICK 

well;  healthy 

POOR 

rich;    wealthy,    well- 
to-do;  good 

SIMILAR 

dissimilar;  unUke;  dif- 
ferent 

unsimilar;  opposite;  contrary 

FALSE 

true;    real;    natural; 
faithful 

truthful;  right;  truth;  good 

PROMPT 

late;  tardy 

slow;  delayed 

BLACK 

white 

clean;  Ught 

SOFT 

hard 

harsh;  rough 

ROUGH 

smooth;    gentle;    ten- 
der; genteel 

good;  even;  soft 

NARROW 

wide;  broad 

large 

EVENING 

morning;  dawn 

day;  light 

STOUT 

thin;      weak;      sUm; 
skinny;  lean 

small;  light;  frail 

RAPID 

slow;  sluggish 

slowly 

PEACE 

war;  strife 

fight;    trouble;    disturbance;   noise 
quarrelling 

FEW 

many;  lots;  most;  sev- 
eral; a  number 

p.  65. 

much;  more;  crowd;  plenty 

» Op.  cit., 

EXPERIMENTAL  DATA  AND  RESULTS 


149 


reaction  time  of  the  responses  given  in  less  than  ten  seconds. 
The  reformatory  subject  is  very  slow  even  in  verbal  response  to 
spoken  opposites. 

Table  42  is  one  that  Mrs.  Fischer  furnished  us  for  evaluating 
the  responses  to  list  five.  The  words  italicized  are  the  ones 
which  were  not  on  her  list  and  were  scored  without  her  advice. 
Those  listed  in  the  first  column  received  full  credit,  i.  e.  5  per 
cent,  each;  those  in  the  second  column,  receive  half-credit,  i.  e. 
2.5  per  cent.  each. 

TABLE  43. 

Association  by   Opposites.     Accuracy   in   Per   Cents. 

Percentiles,  Quartile  Variation  and  Limiting  Scores  for  Bedford  88,  Below- 

Grade  Group,  Grade  Group,  Vth,  Vlth,  Vllth  and  Vlllth  Grade  Groups, 

for  the  Standard  Cincinnati  Groups  of  14,  15,  and  Retarded  14  and 

15-year-old  Working  Girls,  and  College  Maids. 


<D 

© 

® 

.2  a 
rs  S 

"S 

53 

5  " 

^ 

+a 

Group 

^  !k 

a 

a 

g 

cl 

^^  xi 

2 

3 

P^ 

3 

Ah 

£   lO 

O    US 

t. 

<0 

Si 

4^ 

t4 

a 

s 

5i 

p^ 

t3 

o 

Bedford         88 

87.5 

72.5 

45.0 

15.0 

27.5100. 

5. 

(9  Failiu-es) 

C.      15 

88.9 

80.0 

71.2 

8.9 

8.8  100. 

7.5 

C.      14 

88.9 

79.5 

70.3 

9.4 

9.2  100. 

20.0 

Retarded  C.      14 

87.5 

75.0 

67.5 

12.5 

7.5100. 

22.5 

Retarded  C.      15 

87.5 

77.5 

70.0 

10.0 

7.5 

100. 

7.5 

Below-Grade  Group 

72.5 

50.0 

Failure 

22.5 

50.0 

92.5 

5. 

(9  Failures) 

Grade  Group 

90.0 

81.2 

65.0 

8.8 

16.2 

100. 

5.0 

Vth  Grade 

87.5 

72.5 

50.0 

15.0 

22.5 

92.5 

5.0 

Vlth  Grade 

86.2 

71.2 

46.2 

15.0 

25.0 

90. 

30.0 

Vllth  Grade 

93.7 

83.7 

70.0 

10.0 

13.71100. 

22.5 

•  Vlllth  Grade 

95.0 

90.0 

72.5 

5.0 

17.5 

97.5 

65.0 

College  Maids 

90.0 

86.2 

62.5 

3.8 

23.7 

100. 

10. 

Results:  The  Bedford  88  are  slightly  less  accurate  at  the  25th 
percentile,  7.5  per  cent,  less  so  at  the  median,  and  decidedly  so — 
26.2  per  cent. — at  the  75th  percentile  than  the  working  girl  of 


150 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


too 
90.1, 


9  OS  90 J 

tab  10  h 


lOS  bOS  £0/S  V£4"  305" 

60  (,  so  (a  VO.fe  30  lo 


Curve  87 


So- 


lo - 


100         90.5"      sar       no_s       6«^r       sos       'io_j       los- 

fa.b  fob         706  6(54.         Sob  '^Ob  -iob 

Curve  88 

Opposites  Accuracy 


JO- 

\ 

t40- 

\ 

30^ 

10- 

10- 

«<0- 


/oo  foj 

9a h  ?0  b 


Curves  89,  90,  91  and  92 

Opposites  Accuracy 


152  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

fifteen.  While  the  lowest  record  among  the  latter  is  7.5  per 
cent,  correct,  there  are  nine  failures  among  the  former.  Per- 
centiles and  curves  have  been  formulated  for  the  standard  group 
in  accuracy  only. 

It  is  evident  in  Curve  87,  as  in  the  curves  of  the  Bedford  88 
in  the  other  tests,  that  the  distribution  of  the  total  scores  differs 
from  that  of  the  standard  group,  in  that  there  is  a  higher  per 
cent,  of  poorer  records.  When,  however,  the  women  are  di- 
vided into  two  groups  according  to  the  school  grade  they  had 
succeeded  in  passing  upon  leaving  school.  Curves  88  and  89 
are  the  result,  and,  as  usual,  it  proves  to  be  those  who  had 
not  passed  beyond  the  5B  grade  who  are  responsible  for  the 
majority  of  the  lower  scores,  while  the  curve  of  those  subjects 
who  had  succeeded  in  passing  grades  as  high  as  those  passed 
by  the  standard  group,  coincides  on  the  other  hand  with 
that  of  the  C.  15.  These  two  groups — the  Grade  Group  and 
the  Below-Grade  Group — overlap  very  little;  not  more  than 
11  per  cent,  of  the  Below-Grade  Group  are  as  accurate  as  the 
better  50  per  cent,  of  the  Grade  Group,  while  two-thirds  of 
them  are  as  inaccurate  as  the  lowest  quarter  of  the  Grade  Group. 
The  percentiles  of  the  Grade  Group  also  correspond  closely  to 
those  of  the  C.  15,  if  one  bears  in  mind  the  basis  for  the  estima- 
tion of  the  latter  and  that  their  percentiles  in  consequence 
sometimes  fall  below  or  above  any  actual  score.  In  ability  to 
form  these  simple  logical  associations,  then,  the  Grade  Group 
equals  the  working  girl  of  fifteen,  but  has  not  developed  beyond 
the  point  attained  by  her  at  that  age.  Neither  have  the  College 
Maids  outdistanced  the  working  girls;  their  25th  percentile 
record  is  identical,  the  median  only  slightly  better,  and  the  75th 
percentile  a  little  poorer  than  the  C.  15. 

It  is  true,  as  Dr.  Woolley  points  out,  that  there  is  a  close 
correspondence  among  normal  individuals  between  the  accur- 
acy of  their  response  and  the  time  involved.  There  is  also  a 
very  high  positive  correlation  between  the  rank  in  time  and  in 
accuracy  for  the  Reformatory  subjects  (r  =  -j-  .83,  P.E.  =  .029) 
but,  more  of  them  attain  a  degree  of  accuracy  equal  to  the  best 
and  intermediate  standard  scores  than  equal  their  quickest  and 
intermediate  scores  in   time.     Moreover,   the  time  scores  for 


EXPERIMENTAL    DATA    AND    RESULTS  153 

those  of  our  subjects  whose  accuracy  corresponds  to  that  of 
a  given  range  among  the  standard  group  are  longer  than  theirs, 
and  these  absolute  differences  in  time  become  greater  as  the 
accuracy  decreases.  To  take  a  concrete  example,  the  accuracy 
of  the  eighteenth  subject  (arranged  in  the  order  of  the  per  cent, 
correct)  has  lost  only  10  per  cent,  of  the  accuracy  of  the  best 
subject,  whereas  the  eighteenth  individual  in  the  series  ranked 
with  respect  to  the  time  has  increased  her  time  score  by  76  per 
cent,  of  the  time  consumed  by  the  quickest  individual. 

On  the  basis  of  variation  in  accuracy,  however,  individual 
differences  are  more  marked  in  this  test  than  in  the  accuracy 
scores  of  any  other  of  the  tests  of  the  Bureau  of  Vocational 
Guidance.  If  one  also  takes  into  account  the  variation  in  the 
time  of  performance,  in  so  far  as  to  arrange  all  identical  accur- 
acy scores  in  the  order  of  their  rank  in  time,  the  test  has  a  high 
positive  correlation  with  the  native  ability  of  the  Bedford  88, 
as  estimated  by  the  Director  of  the  industrial  school  of  the 
Reformatory  after  she  had  worked  with  this  group  of  women 
for  from  eighteen  months  to  two  years.  This  correlation  is 
r  =  +  .79,  P.E.  =  .026. 

The  name  of  each  subject  was  written  on  a  separate  card.  These  were 
given  to  Miss  Murphy,  the  Director,  so  arranged  that  rather  more  of  the  intel- 
ligent than  of  the  unintelligent  came  first.  To  let  the  division  of  groups 
begin  at  the  top  and  work  down  we  hoped  would  check  the  error  that  might 
arise  from  a  habit  we  have  in  the  institution  of  giving  the  duU  individuals  the 
benefit  of  all  doubt.  That  the  cards  were  arranged  in  this  way,  Miss  Murphy 
of  course,  was  not  aware;  neither  did  she  know  what  tests  we  had  given  this 
group  nor  that  we  wished  the  Ust  for  pm^oses  of  correlation.  She  was  told 
merely  that  there  were  a  series  of  girls  of  whom  we  wished  her  estimate  and 
was  asked  to  divide  them  into  four  groups  according  to  native  intelligence, 
as  based  on  the  relative  fitness  each  had  displayed  to  profit  by  the  opportunity 
for  training  offered  by  the  institution.  We  suggested  that  she  think  of  them 
in  terms  of  the  effort  required,  provided  each  had  received  the  same  training 
previous  to  commitment  to  Bedford,  to  give  each  the  minimmn  of  schoohng 
and  industrial  training  sufficient  to  prepare  them  for  parole.  We  suggested 
that  she  might  consider  also,  which  ones,  other  things  being  equal,  would  make 
the  best  use  of  this  training  during  parole  and  thereafter.  We  were  interested  to 
note  that  she  did  not  divide  them  into  four  equal  groups.  We  had  intended 
that  the  fom-  groups  should  be  separated  by  the  median  and  the  25th  and  75th 
percentiles.  But  it  was  not  her  habit  to  consider  the  inmates  statistically,  and 
we  were  glad,  after  all,  that  she  made  her  divisions  on  the  basis  of  those  used  in 
the  school  classification — good,  fair,  poor  and  too-stupid-to-leam.  The  result 
was  a  small  group  which  she  called  the  best,  two  slightly  larger  groups  of  equal 
numbers  whom  she  said  were  fair  and  dull  respectively,  and  a  large  group — 
about  one-third  of  the  total — whom  she  said  ranged  from  very  dull  to  feeble- 
minded.    Her  classification  of  them  into  natural,  qualitative  groups  thus  was 


154  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

really  a  bimodal  distribution,  like  that  of  the  curves  for  the  Bedford  88  in  this 
and  the  other  tests.  After  this  classification  had  been  made,  we  asked  that 
the  individuals  in  each  group  be  arranged  in  the  order  of  their  individual 

merits.  ,       ^    ,  i  •      l    .     i 

Since  Miss  Murphy  has  entire  charge,  not  only  of  the  teaching  but  also  of 
the  placing  of  the  women  in  the  institution,  we  felt  that  her  estimate  of  these 
subjects  would  be  the  most  rehable  measure  we  could  obtain  of  their  native 
intelligence,  their  relative  industrial  efficiency,  and  then-  capacity  to  learn. 
Some  she  had  placed  in  the  "book  school" — grammar-school  classes — ,  others 
in  cooking,  sewing,  waitress  and  model  classes;  others  were  assigned  to  the 
farm  to  do  out-door  work,  others  to  the  kitchens  of  the  various  cottages  as 
cooks  and  waitresses.  One  was  appointed  assistant  to  the  book-keeper, 
another  errand  girl  in  the  office,  still  others  to  weigh  and  divide  supplies  in  the 
store  room,  etc.  AU  were  usually  put  in  school  for  some  portion  of  their 
time.  To  divide  and  subdivide  the  population  successfully,  so  as  to  let  the 
necessary  work  of  the  institution  go  on  smoothly  and  at  the  same  time  to 
give  each  individual  a  maximum  of  the  sort  of  training  she  most  needs,  pre- 
supposes considerable  understanding  of  the  inmates  and  of  their  needs  and 
possibiUties. 

That  a  test  which  can  be  given  in  five  or  ten  minutes  to  an 
inmate  during  the  first  two  weeks  of  her  sojourn  in  the  Reforma- 
tory will  correlate  so  uniformly  with  her  proved  capacity  at 
the  end  of  eighteen  months  in  the  institution  is  a  definite  and 
hopeful  step  toward  indicating  the  usefulness  of  a  clearance 
house  for  the  sifting  of  women  convicted  of  crime  before  their 
sentence  is  decided  upon. 

This  correlation,  +  .79,  is  high  as  it  stands,  and  there  are 
several  factors  which  could  easily  be  controlled  another  time 
that  would  make  it  probably  as  high  as  +  .90.  For  one  thing, 
about  a  tenth  of  the  Bedford  88  had  not  come  under  Miss 
Murphy's  direct  supervision  and  these  had  to  be  judged  indi- 
rectly from  matrons'  reports.  There  were  two  who  were  pro- 
nounced insane  shortly  after  entrance  and  transferred,  and  another 
who  was  discharged  early,  before  any  institution  officer  felt 
sure  of  an  opinion  of  her.  It  is  the  differences  in  rank  ac- 
corded to  these  ten  which  are  responsible  for  some  of  the  larg- 
est variations  from  the  rank  of  the  test.  These  could  be 
avoided  if  it  were  known  from  the  first  that  an  estimate  of  all 
the  girls  would  later  be  required.  Then,  there  are  at  least  two 
factors  in  the  method  of  scoring  the  test  where  a  modification 
would  make  its  diagnosis  of  the  inmates  more  rehable.  These 
are:  (1)  the  redistribution,  under  standardized  conditions,  of 
the  per  cent,  of  credit  to  be  given  each  word — a  device  whereby 
more  credit  would  be  given  to  the  more  difficult  opposites  and 


EXPERIMENTAL    DATA    AND    RESULTS 


155 


TABLE  44. 

Rank  of  20  Easy  Opposites  in  Order  of  Difficulty  for  Bedford 

College  Maids. 


Bedford  88 

Stimulus 

College  Maids 

Stimulus 

Ran 

i      Failures 

Errors 

Rank 

Failures 

Errors 

Similar 

1 

82.9 

6.8 

Similar 

1. 

55. 

16.5 

Peace 

2 

68.2 

13.6 

Peace 

2. 

50. 

11.1 

Prompt 

3 

67.0 

11.4 

Prompt 

3. 

49.5 

0. 

Rapid 

4 

53.4 

0. 

False 

4. 

38.5 

5.5 

False 

5 

48.9 

5.7  ; 

Rapid 

5. 

33.0 

5.5 

Few 

6 

38.6 

10.2 

Soft 

6. 

27.5 

5.5 

Narrow- 

8 

34.1 

0. 

Enemy 

7. 

27.5 

0. 

Enemy 

8 

34.1 

0. 

Sorry 

8. 

22. 

0. 

Sorry 

8 

34.1 

0. 

TaU 

9. 

16.5 

22. 

Rough 

10 

31.8 

11.4 

Evening 

10.5 

16.5 

5.5 

Stout 

11 

31.8 

0. 

Narrow 

10.5 

16.5 

5.5 

Evening 

12 

28.4 

12.5 

Few 

12.5 

16.5 

0. 

Soft 

13 

23.9 

7.9 

Rough 

12.5 

16.5 

0. 

Sick 

14 

23.9 

2.3 

Stout 

14.5 

11.0 

0. 

Black 

15 

20.5 

0. 

Go9d 

14.5 

11.0 

0. 

TaU 

16 

19.3 

21.6 

Inside 

16. 

5.5 

5.6 

Big 

18 

17.0 

1.1 

Sick 

18. 

5.5 

0. 

Poor 

18 

17.0 

1.1 

Poor 

18. 

5.5 

0. 

Good 

18 

17.0 

1.1 

Black 

18. 

5.5 

0. 

Inside 

20 

13.6 

4.5 

Big 

20. 

0. 

0. 

156 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


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EXPERIMENTAL   DATA   AND    RESULTS  157 

less  to  the  easier  ones,  and  (2)  a  better  method  of  estimating 
the  actual  time  consumed  in  securing  any  given  number  of  cor- 
rect associations. 

An  obvious  thing  about  this  list  is  the  unequal  difficulty 
of  its  several  words,  at  least  for  such  groups  as  the  Bedford  88 
and  College  Maids.  Table  44  gives  the  twenty  words  in  the 
order  of  their  difficulty  as  signified  by  the  total  per  cent,  who 
fail  to  give  the  correct  response  to  each.  It  seems  as  though 
more  than  an  equal  amount  of  credit  ought  to  be  given  for 
writing  the  opposite  of  "similar"  than  for  the  opposite  of  "in- 
side." There  is,  moreover,  a  direct  correlation  between  dimin- 
ishing intelligence  as  measured  by  school  grade  and  per  cent,  who 
fail  to  find  the  opposite  of  any  given  word.     (See  Table  45.) 

A  few  words  of  greater  difficulty  among  a  series  of  less  difficult 
ones  has  the  advantage  of  not  presenting  too  completely  dis- 
couraging a  list.  The  establishment  of  a  standard  list  made 
up  of  groups  of  words  of  varying  difficulty  which  would  measure 
ability  of  widely  disparate  orders  would  be  exceedingly  useful 
for  clinical  purposes. 

The  time  element  is  somewhat  complicated  by  the  fact  that 
a  careless  individual  will  not  stop  to  think  about  a  word  that 
presents  the  least  difficulty,  while  the  painstaking  individual 
with  more  stable  attention  and  better  powers  of  concentration 
may  spend  the  full  allowance  of  thirty  seconds  on  each  difficult 
word.  This  is  as  it  should  be  when  she  succeeds  in  finding  the 
right  opposite,  but  too  frequently  she  only  effects  an  increased 
time  score.  At  best  the  gain  of  5  per  cent,  accuracy  does  not 
seem  to  compensate  the  loss  of  thirty  seconds  of  time.  This 
might  be  equalized  by  adding  thirty  seconds  for  every  word 
omitted  were  it  not  that  it  would  penalize  wrongfully  those 
instances  when  a  word  is  straightway  left  by  a  more  intelligent 
girl,  who  realizes  at  a  glance  that  she  does  not  know  its  mean- 
ing and  so  passes  on.  It  is  not  always  possible  to  tell  whether 
the  rapid  passing  over  of  words  is  due  to  carelessness  or  due  to 
a  quick  and  sure  sense  of  what  one  doesn't  know.  To  add 
thirty  seconds  would  be  to  obscure  the  differences  between  these 
latter  and  the  girl  who  does  not  recognize  when  she  does  not 
know  a  word,  who  stupidly  sits  and  stares  at  it  until  told  to 


158  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

go  on.  The  writer  is  inclined  to  believe  that  the  best  adjustment 
of  these  time  scores  would  be  to  record  the  time  spent  upon  each 
word  that  is  omitted  and  subtract  it  from  the  total  time.  The 
time  would  then  be  actually  commensurate  with  the  accuracy. 
In  any  case,  as  it  stands,  this  test  of  ability  to  give  the  op- 
posites  to  a  printed  list  of  twenty  words  bids  fair  to  have  value 
in  diagnosis  as  a  basis  for  estimating  the  degree  of  an  individual's 
native  intelligence.  In  fact,  with  respect  to  immediate  use- 
fulness and  practical  significance  one  of  the  most  important 
outcomes  of  this  investigation  is  the  high  correlation  between 
the  control  of  these  simple  logical  associations  and  the  institu- 
tion's estimation  of  relative  efficiency  at  the  end  of  the  training 
period  and  at  the  time  for  parole. 


CHAPTER  IV. 

Tests  Continued 

It  seems  best  at  this  point  to  interrupt  the  comparison  of  the 
Reformatory  women  with  the  working  girls  in  order  to  present  a 
number  of  tests,  not  in  the  series  of  the  Bureau  of  Vocational 
Guidance.  These  additional  tests  establish  norms  for  the  Bed- 
ford 88  in  several  important  characteristics — facilit}^  and  quality 
of  reading  and  hand-writing,  ability  to  follow  easy  and  hard 
drections,  intelligent  vs.  haphazard  or  blind  methods  of  solving 
aiproblem,  etc.  The  time  of  the  College  Maids  which  was  at 
our  disposal  was  limited  but  norms  were  determined  for  them  in 
as  many  of  these  tests  as  was  possible.  The  chapter  may  be 
omitted  without  disturbing  the  continuity  of  the  rest  of  the 
study. 

Some  of  these  tests  are  those  of  the  Juvenile  Psychopathic 
Institute  of  Chicago.  Their  extensive  use  by  Healy  and  their 
standardization  for  normal  children  by  his  former  assistant,  Dr. 
Clara  Schmitt,  furnish  norms  in  terms  of  which  the  criminal 
woman  may  be  compared  with  the  recidivists  of  the  Juvenile 
Court  and  with  the  pupils  in  the  first  six  grades  in  "a  certain 

large  private  school attended  by  children  from  unusually 

intelligent  families." 

i\Iost  of  these  tests  were  carried  over  from  a  series  previously 
given  to  the  200  women  mentioned  above,  to  whom  the 
Binet  tests  had  been  given.  This  was  done  chiefly  to  make 
certain  that  the  88  women,  in  terms  of  whom  we  were  comparing 
the  criminal  woman  with  the  working  girl,  were  a  representative 
group:  it  seemed  safe  to  assume  that  if  the  distribution,  norms 
and  range  of  their  scores  were  like  those  of  the  Binet  200  in  a 
number  of  fundamental  respects,  their  norms  in  the  tests  of  the 
Bureau  of  Vocational  Guidance  would  not  differ  materially 
from  those  of  a  much  larger  series  of  inmates. 


*  Healy,  Wm.,  The  Individual  Delinquent;  Little,  Bro'mi  &  Co.,  1915,  p.  106. 

1.59 


160  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

Section  I.     Facility  and  Character  of  Handwriting. 

Inasmuch  as  it  was  important  to  have  some  fixed  measure  of 
the  handwriting  of  the  Bedford  88,  one  of  the  tests  chosen  as  a 
basis  for  the  comparison  of  them  with  the  Binet  200  was  that  of 
the  rapidity  and  the  quahty  of  their  handwriting.  Each  of  the 
latter  had  been  requested  to  write  from  dictation  the  phrase 
"The  pretty  httle  girl."  This  phrase  was  selected,  not  because 
of  its  merit  as  a  writing  test,  but  because  it  was  in  use  at  Vine- 
land  as  a  rough  measure  of  the  ability  of  the  feeble-minded  to 
write,  with  whom  we  had  thought  in  the  beginning  to  compare 
the  writing  of  the  Binet  200.  The  phrase  is  short,  but  has 
served  the  purpose  of  measuring  handwriting  better  than  might 
be  expected. 

The  directions  were:  "Please  write  for  me  here — pointing  to 
a  place  on  the  back  of  one  of  the  unruled  record  cards — ^'The 
pretty  little  girl,'  'The — pretty — little — girl',  "If  the  subject  said 
"I  can't  spell"  or  "I  can't  write  very  well,"  we  said,  "That's 
all  right,  just  do  the  best  you  can."  If  she  asked  how  to  spell 
"pretty"  or  "little"  or  "girl,"  we  said :  "Do  the  best  you  can  with 
it  yourself  and  I'll  tell  you  about  it  afterwards."  The  time  was 
taken  from  the  instant  the  pen  touched  the  paper  until  the  last 
word  was  completed.  It  was  so  uncertain  whether  the  subject 
was  going  to  put  a  period  after  the  phrase  or  not  that  time  was 
recorded  the  moment  the  last  word  was  finished.  The  test  was 
given  before  any  of  those  in  which  the  subject  was  asked  to 
work  rapidly  and  the  watch  was  not  in  evidence;  the  phrase 
was  thus  written  at  a  "natural"  rate. 

The  samples  of  writing  of  the  Bedford  88  and  the  College 
Maids  have  been  graded  by  the  Thorndike  measuring  scale^ 
of  handwriting.  The  writing  of  the  Reformatory  women  so 
little  resembled  the  samples  of  Thorndike's  adult  scale  that  his 
scale  for  children  from  grades  5  to  8  was  taken  as  the  standard. 
The  College  Maids'  writing  was  graded  by  the  children's  scale 
for  purposes  of  comparison,  although  they  wrote  more  like  the 
samples  of  the  adult  scale.     The  samples  of  the  Bedford  88 


^  Thorndike,  Edward  L. :  Handwriting,  Teachers  College,  Columbia  Univer- 
sity, 1912. 


TESTS    CONTINUED  161 

were  also  graded  by  the  Ayres'  scale-  to  compare  them  with 
the  Binet  200  who  had  been  checked  in  terms  of  the  latter  scale. 
Ayres'  scale  is  also  based,  it  will  be  recalled,  on  the  writing  of 
children  in  the  "upper  grammar  grades."  These  scales  permit 
us  to  compare  the  records  of  the  Reformatory  women  from  a 
new  angle  with  those  of  pupils  in  the  5th  to  8th  grades. 

Results:  The  surface  of  frequency  of  the  distribution  of  the 
Bedford  88  and  the  Binet  200  among  the  various  degrees  of 
legibility  of  the  Aj'res'  scale  are  nearly  coincident  (see  columns 
1  and  2,  Table  46).  The  percentiles  are  identical  (see  Table  47). 
The  smaller  group  of  88,  apparently,  is  as  typical  of  the  criminal 
woman  as  is  the  larger  group,  so  far  as  the  measurement  of  the 
legibility  of  their  handwriting  is  concerned. 

The  quality  of  the  handwriting  of  the  Binet  200,  as  measured 
by  the  Ayres'  scale,  has  been  analyzed  into  groups  of  the  differ- 
ent mental  ages  (Table  48).  The  mental  ages  of  the  Binet  200 
were  obtained  by  the  use  of  the  Goddard  1911  adaptation  of  the 
Binet  tests. 

They  were  originally  calculated  before  the  more  recent  changes 
in  the  marking  of  some  of  the  tests  had  been  indicated  by  the 
Vineland  Laboratory.  Though  we  have  since  changed  the 
Binet  ages  in  accordance  with  the  revised  method  it  does  not 
seem  worth  while  to  re-edit  those  tables  which  had  already  been 
compiled  in  terms  of  the  old  distribution.  The  two  distributions 
of  the  200  subjects  among  the  Binet  ages  according  to  the 
earlier  and  the  later  marking  differ  only  slightly  with  respect 
to  the  total  number  at  each  age. 


Original  Marking. 

Final  Marking 

ital  Age 

Distribution  of 

Distribution  of 

Subjects 

Subjects 

12 

1 

0 

11 

48 

54 

10 

74 

70 

9 

47 

47 

8 

13 

12 

7 

15 

15 

6 

2 

2 

The  percentiles  for  rapidity,  legibility  and  quality  of  the 
writing  of  the  Reformatory  groups  and  of  the  College  Maids  are 
given  in  Table  47. 

Ayres,  L.  P.     A  Scale  Jor  Measuring  the  Quality  of  Handwriting  of  School 
Children.     New  York,  Russell  Sage  Foundation,   1912. 


162 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


TABLE  46.* 

Distribution  of  the  Binet  200  and  the  Bedford  88  and  Sub-Groups 

WITH  Respect  to  the  Legibility  of  Their  Handwriting  as 

Measured  by  the  Ayres'  Scale. 


Below-Grade 

Binet  200 

Bedford  88 

Grade  Group 

Group 

Scale 

No. 

Per  Cent. 

No. 

Per  Cent. 

No. 

Per  Cent. 

No.  Per  Cent. 

Failure 

14 

7.0 

8 

9.1t 

0 

0.0 

8        23.5 

20— 

0 

0.0 

0 

0.0 

0 

0.0 

0          0.0 

20 

12 

6.0 

7 

8.0 

0 

0.0 

7        20.6 

30 

13 

6.5 

6 

6.8 

1 

1.8 

5        14.7 

40 

37 

18.5 

21 

23.8 

14 

26.8 

7        20.6 

50 

61 

30.5 

24 

27.2 

19 

35.2 

5        14.7 

60 

43 

21.5 

18 

20.4 

16 

29.0 

2          5.9 

70 

10 

5.0 

3 

3.4 

3 

5.5 

0          0.0 

80 

9 

4.5 

1 

1.1 

1 

1.8 

0          0.0 

90 

1 

0.5 

0 

0.0 

0 

0.0 

0          0.0 

Total 

200 

88 

54 

34 

*  These  estimated  qualities  of  writing  represent  the  average  judgment  of 
three  competent  judges. 

t  In  the  Binet  series  when  the  subject  could  not  WTite  from  dictation,  we 
let  her  copy  "The  httle  Paul"  and  graded  her  writing  on  this  phrase.  This, 
unfortvmately,  was  not  done  for  the  Bedford  88,  so  naturally  those  who  could 
not  write  from  dictation  are  included  in  the  failure  group,  despite  the  fact 
that  those  with  legitimate  language  handicaps  had  akeady  been  excluded 
from  the  Bedford  88. 

TABLE  47. 

Percentiles  of  the  Handwriting  of  the  Binet  200,  the  Bedford  88 
and  Sub-Groups  and  College  Maids. 


Limits 

Group 

25th 

Median 

75tli 

, ^y — 

-, 

Upper 

Lower 

Is 
c 

m 

Binet  200 
Bedford  88 
Grade  Group 
Below-Grade  Group 

60 
60 
60 
50 

50 
50 
50 
30 

40 
40 
40 
20 

90 
80 
80 
60 

Failure 
Failure 

30 
Failure 

< 

m 

Bedford  88 
Grade  Group 
Below-Grade  Group 
College  Maids 

13 
13 
11 
14 

11 

12 

9-8 

12 

9 
11 

6 
12 

16 
16 
14 
15 

Failure 

9 

Failure 

10 

Time  of 

writing 

phrase  in 

seconds 

Bedford  88 
College  Maids 

11 
9 

14.8 
12.6 

19.3 
14.2 

7 
7 

72.4* 
19 

*  Eight  failures. 


TESTS    CONTINUED 


163 


TABLE  48. 

The  Distribution  of  the  Various  Mental  Ages  of  the  Binet  200  with 
Respect  to  the  Legibility  of  their  Handwriting. 


Scale 

11  yrs. 

10  yrs. 

9  JTS. 

8  yrs.' 

7  yrs. 

6  yrs. 

Failure 

0 

0 

1 

2 

7 

0 

20— 

0 

0 

0 

1 

3 

0 

20 

0 

1 

6 

1 

4 

0 

30 

1 

2 

9 

1 

0 

0 

40 

2 

18 

10 

4 

1 

2 

50 

22 

25 

12 

2 

0 

0 

60 

15 

20 

7 

1 

0 

0 

70 

5 

3 

2 

0 

0 

0 

80 

8 

1 

0 

0 

0 

0 

90 

1 

0 

0 

0 

0 

0 

Total 

54 

70 

47 

12 

15 

2 

Seventy-five  per  cent,  of  the  Bedford  88  write  this  phrase 
of  19  letters  at  least  as  rapidly  as  1  letter  per  second.  (See original 
scores,  p.  45.)  Thorndike  finds  rapidity  "in  itself"  to  be  a 
good  sign.  Certainly,  slowness  proves  a  bad  sign,  since  the 
slowest  quarter  of  the  Bedford  88  includes  only  one  specimen 
better  than  Sample  9,  one-third  of  those  who  write  as  poorly 
as  9,  and  all  but  one  of  those  who  write  less  well  than  this. 

There  is  very  little  difference  in  legibility,  according  to  Thorn- 
dike,  above  Quahty  11.  Sixty-two  and  five-tenths  per  cent,  of 
the  Bedford  88  and  85  per  cent,  of  the  College  Maids  write  as 
well  as  this  or  better,  and  at  a  rate  not  slower  than  1  letter  per 
second.  Forty-seven  and  seven-tenths  per  cent,  of  the  former 
and  80  per  cent,  of  the  latter  write  as  rapidly  as  this  and  at 
least  as  well  as  Quality  12,  which  Thorndike  characterizes  as 
"a  good  plain  hand"  entirely  adequate  "for  writing  cash  checks, 
simple  book  entries,  labels  and  the  like."^  Twenty-eight  and 
four-tenths  per  cent,  of  the  Bedford  88  and  45  per  cent,  of  the 
College  Maids  write  as  well  as  Quality  13,  at  a  rate  of  1  letter 
per  second — a  point  at  which  Thorndike  would  advise  the  trans- 
fer of  a  child  in  the  grades  to  training  in  typewriting. 

As  in  the  tests  of  the  Bureau  of  Vocational  Guidance,  so  here 
in  quality  of  writing,  there  is  a  close  correspondence  between  the 
records  of  the  Reformatory  women  of  the  Grade  Group  and  the 


'  Op.  cit.,  p.  37. 


164  THE   MENTALITY    OF   THE    CRIMINAL   WOMAN 

records  of  the  children  actually  in  those  grades  from  which  our 
Grade  Group  left  school.  The  median  for  the  Grade  Group  is 
Quality  12,  which  we  estimate  from  the  data  Thorndike  gives 
on  page  30,  is  the  median  for  his  7th  and  8th  grades.  The  rate 
at  which  this  group  of  our  subjects  write  is  also  comparable  to 
that  of  Thorndike's  children  in  corresponding  grades.  Thorn- 
dike  states  that  Quality  7  is  nearly  the  worst  of  the  5th  grade 
samples  and  Quality  17  nearly  the  best  writing  of  the  8th  grade. 
The  poorest  quality  for  the  Grade  Group  is  7,  the  best  16. 

The  Below-Grade  Group  is,  as  usual,  distinctly  inferior. 
Their  median  quality  is  8.5,  their  median  time  one-half  second 
per  letter  slower  than  that  of  the  Grade  Group.  Moreover,  of 
the  above  mentioned  47.7  per  cent,  who  write  "entirely  ade- 
quately," 85  per  cent,  are  of  the  Grade  Group,  only  15  per  cent, 
of  the  Below-Grade  Group.  Or,  stated  in  terms  of  the  two 
groups  themselves,  66  per  cent,  of  the  Grade  Group  but  only 
17.6  per  cent,  of  the  Below-Grade  Group  write  well  enough  and 
with  facility  enough  to  be  good  cash  girls.  Of  the  remaining 
third  of  the  Grade  Group  only  5.4  per  cent,  write  more  slowly 
than  1  letter  per  second.  Of  the  Below-Grade  Group  50  per 
cent,  either  write  more  slowly  than  this  or  cannot  write  at  all. 
With  respect  to  the  quality  of  their  writing,  measured  by  the 
Thorndike  scale,  none  of  the  Grade  Group  write  as  poorly  as 
the  poorer  50  per  cent,  of  the  Below-Grade  Group,  and  only 
13  per  cent,  of  the  former  fall  within  the  range  of  the  poorest 
73.5  per  cent,  of  the  latter.  Besides  not  overlapping  at  the  poor 
end,  only  5  per  cent,  of  the  Below-Grade  Group  come  within 
the  range  of  the  best  41.6  per  cent,  of  the  Grade  Group  (Table  49). 
It  is  interesting  to  note  in  the  light  of  recent  comparisons  of  the 
two  scales  that  these  per  cents  are  about  the  same  for  the  degree 
of  overlaping  of  the  two  groups  when  measured  by  the  Ayres' 
scale  (Table  46).  In  terms  of  the  latter  none  of  the  Grade 
Group  write  as  poorly  as  the  poorest  44.1  per  cent,  of  the  Below- 
Grade  Group,  and  only  1.8  per  cent,  of  them  fall  within  the  range 
of  the  poorest  58.8  per  cent,  of  the  latter.  Besides  not  over- 
lapping at  the  poor  end,  only  5.9  per  cent,  of  the  Below-Grade 
Group  by  this  scale,  too,  overlap  the  better  36.3  per  cent,  of 
the  Grade  Group. 


TESTS    CONTINUED 


165 


TABLE  49. 

Distribution  of  Bedford   88    and    Sub-Groups,    and    College  Maids 
WITH  Respect  to  the  Quality  of  their  Handwriting  as 
Measured  by  the  Thorndike  Scale.* 


Below-Grade 

College  Maids 

Bedford   88 

Grade 

Group 

Group 

Quality 

No. 

Per  Cent. 

No.    Per  Cent. 

No. 

Per  Cent. 

No.    Percent. 

Failure 

8               9.1 

8        23.5 

4 

0               0.0 

0          0.0 

5 

0               0.0 

0          0.0 

6 

2              2.3 

2          5.9 

7 

3              3.4 

3          8.8 

8 

4              4.5 

4        11.8 

9 

15            17.0 

7 

13.0 

8        23.5 

10 

3 

15.0 

1              11 

1 

1.8 

0          0.0 

11 

1 

5.0 

13            14.8 

10 

18.5 

3          8.8 

12 

7 

35.0 

17            19.3 

13 

24.1 

4        11.8 

13 

4 

20.0 

11            12.5 

10 

18.5 

1          2.9 

14 

2 

10.0 

6             6.8 

5 

9.3 

1          2.9 

15 

3 

15.0 

7             8.0 

7 

13.0 

0          0.0 

16 

0 

0.0 

1              1.1 

1 

1.8 

0          0.0 

Totals 

20 

88 

54 

34 

*  These  estimated  qualities  of  writing  represent  the  average  judgment  of 
three  competent  judges. 

The  poorer  character  of  the  writing  of  the  Below-Grade  Group 
must  be  explained  more  largely  in  terms  of  unequal  ability,  or 
incentive  to  learn,  etc.,  than  as  a  result  of  unequal  opportunity. 
They  attended  school  almost  as  many  years  as  the  Grade  Group 
and  the  percentiles  of  the  number  of  years  of  retardation  which 
stand  to  their  credit  best  tells  of  their  failure  to  profit  by  their 

training. 

25th  Median  75th 

Below-Grade  Group Z14  5  7 

Grade  Group 0  1  2 

Moreover,  their  rank  in  writing,  as  measured  at  entrance, 
correlates  -j-  .70,  P.  E.  .039,  with  their  rank  in  native  intelligence 
estimated  after  eighteen  months  of  individual  drill  in  the  indus- 
trial and  grammar  school  of  the  Reformatory.  In  this  rating 
of  their  native  intelligence,  facility  in  reading  and  writing  did 
not  count  for  more  than  their  share.     Corrections  were  made  for 


166  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

those  who  had  had  Hmited  opportunity  to  learn  before  coming 
to  Bedford,  and  more  weight  was  given  to  the  abihty  to  learn 
which  each  displayed  in  the  institution  school  than  to  actual 
attainment  at  entrance.  As  the  school  principal  arranged  the 
women  in  order  of  merit,  she  said:  "This  girl  has  good  native 
abihty,  she  is  making  excellent  progress  in  school.  She  is 
ignorant  and  untrained  and  could  not  read  or  write  at  entrance, 
but  she  didn't  have  the  chance  to  learn  which  most  of  the  others 
had  when  she  was  younger.  I've  put  her  among  the  best  in 
native  ability."  In  a  number  of  instances  she  rated  low  a 
woman  who  could  read  and  write  well  because  "she  is  dull,  not 
only  in  'book  school,'  but  is  stupid  and  inefficient  in  industrial 
classes  as  well."  On  such  a  basis  of  ranking  there  could  not  be 
so  high  a  co-efRcient  as  +  .70  if  many  of  those  who  wrote  well 
at  entrance  had  proved  otherwise  dull  or  if  more  than  a  few  of 
those  who  could  not  write  at  entrance  had  proved  themselves 
among  the  best  in  learning  ability.  Of  course,  it  must  be  re- 
membered that  the  12  per  cent,  with  language  handicaps  had 
already  been  eliminated  from  the  100  to  whom  the  Bedford  88 
belong. 

As  bearing  upon  the  question  of  what  part  skill  in  writing 
plays  in  ranking  in  the  opposites  test,  the  fact  that  the  correla- 
tion between  opposites  and  writing  is  less  than  between  oppo- 
sites and  native  ability  is  worth  noting. 

Writing  and  native  ability r  =  +  .  70,     P.  E.     .039 

Writing  and  opposites  accuracy r  =  +  .  63,     P.  E.     .  046 

Opposites  and  native  ability r  =  +  .79 

Section   2.     Ra-pidity   and    Character   of   Reading. 

The  passage  selected  as  a  test  for  ability  to  read,  like  the 
writing  test,  was  carried  over  from  the  series  of  tests  given  to  the 
Binet  200.  Choice,  again,  had  fallen  originally  upon  a  passage 
in  use  at  Vineland  to  admit  if  desired,  a  comparison  of  the  reading 
ability  of  the  criminal  woman  with  that  of  the  feeble-minded. 

NEW  YORK  I  JUNE  5. 

A  hig  flood  \  at  Caye  Maij  \  last  week  \  sivept  aivay  \  five  |  boats  | 
full  I  of  fish  |.  A  little  hoy  \,  the  son  |  of  a  fisherman  |,  was 
carried  out  I  to  sea  I. 


TESTS    CONTINUED  167 

While  trying  \  to  save  |  him  |  a  man  |  in  a  row  boat  \  was  washed  \ 
overboard  |  and  nearly  drowned  \.     The  child|  was  saved|.^ 

Memory  for  isolated  ideas  was  estimated  by  giving  a  credit 
of  4  per  cent,  to  each  of  the  unit  ideas  (separated  by  bars  above) 
which  was  recalled.  A  value  of  2  per  cent,  or  half-credit,  was 
given  when  only  one  of  the  italicized  words  within  a  bar  was 
recalled.     Unessential  words,  if  omitted,  involved  no  loss. 

The  directions  were:  "Please  read  this  aloud  for  me."  The 
time  required  for  reading  the  passage  was  recorded,  but  not  to 
the  subject's  knowledge.  When  the  reading  was  concluded, 
the  subject  was  asked,  without  warning,  to  recall  what  she  could: 
"Tell  me  all  you  can  remember  of  what  you  just  read.  What 
was  it  about?"  The  reply  was  taken  down  verbatim.  When 
the  subject  had  finished  with  a  free  recital,  unless  she  had  recalled 
all  of  the  unit  ideas,  we  said:  "Are  you  sure  that's  all?  Think 
again  and  maybe  you  will  think  of  something  else."  If  she  said: 
"I  can't,"  we  replied:  "Oh  try!  You  may  surprise  yourself 
and  remember  several  more  things." 

Results:  (1)  In  Table  50  Columns  1  and  2  point  to  a  close 
correspondence  between  the  Bedford  88  and  the  Binet  200  in 
rapidity  of  reading.  Upon  the  whole  the  Bedford  88  read  a  little 
better  than  the  Binet  200,  but  this  is  probably  accounted  for  by 
the  omission  from  their  ranks  of  all  those  who  could  have  read 
better  in  their  own  language  than  in  English  and  of  all  those  who 
had  not  been  in  America  long  enough  to  learn  to  read  English. 
So,  as  with  ability  to  write,  it  seems  that  in  ability  to  read  the 
Bedford  88  differ  little  from  the  range  and  distribution  of  the  scores 
of  the  longer  series  of  200  and  may  be  considered  to  be  as  repre- 
sentative of  the  criminal  woman,  accordingly,  as  a  group  three 
times  its  size.  The  percentiles  for  the  character  of  their  reading 
are  identical  for  the  two  groups  (Table  51). 

(2)  With  respect  to  the  criminal  woman's  ability  to  read,  on 
the  basis  of  the  Bedford  88,  we  may  safely  assume  that  71.5 
per  cent,  read  at  least  "satisfactorily,"  i.  e.,  are  able  to  pronounce 
correctly  all  the  words  of  a  passage  no  more  difficult  than  the 


^Henry  H.  Goddard,  The  Binet-Simon  Measuring  Scale  for  Intelligence, 
The  Training  School,  1911,  p.  16. 


168 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


TABLE  50. 

Distribution  of  Binet  200,  Bedford  88  and  Sub-Grottps  with  Respect 
TO   Time  Required   to   Read   Standard   Passage. 


Time 
Sec. 

Binet  200 
No.     Percent. 

Bedford  88 
No.     Percent. 

Grade  Group 
No,       Percent. 

Below-Grade 

Group 

No.     Per  Cent. 

9-10 
11-12 
13-14 
15-16 
17-18 
18+ 

13 
28 
39 
48 
9 
63 

6.5 
14.0 
19.5 
24.0 

4.5 
31.5 

6 

18 

13 

17 

3 

1     ^1 

6.8 
20.5 
14.8 
19.3 

3.4 
35.2 

6           11.1 

16           29.6 

12           22.2 

11           20.4 

3             5.6 

6           11.1 

0  0.0 
2             5.9 

1  2.9 
6          17.7 
0            0.0 

25          73.5 

Totals 

200 

;       88 

54 

34 

Those  over  18  seconds  analyzed  further : 


19-31 

16 

8.0 

10 

11.4 

5            9.3 

6 

17.6 

32^4 

10 

5.0 

3 

3.4                                   1       2 

5.9 

45-57 

5 

2.5 

3 

3.4 

3 

8.8 

58-70 

2 

1.0 

1 

1.1 

1 

2.9 

70+ 

5 

2.5 

3 

3.4 

1            1.9 

2 

5.9 

Few  words  only 

8 

4.0 

2 

2.3 

2 

5.9 

Own  lang.  only 

0 

0.0 

2 

2.3 

2 

5.9 

Can't  read 

17 

8.5 

7 

8.0 

7 

20.6 

Totals 

63 

31 

6 

25 

TESTS    CONTINUED 


169 


TABLE  51. 

Percentiles  for  Reading  op  Binet  200,  Bedford  88  and  Sub-Groups 
AND  College  Maids. 


Group 

25th 

Median 

75th 

^.s  . 

Binet  200 

13-14 

15-16 

19-31 

''S  ?J  s 

Bedford  88 

11-12 

15-16 

19-31 

S  s  ^ 

Grade  Group 

11-12 

13-14 

15-16 

(^■^ 

Below-Grade  Group 

15-16 

32-^ 

A  little  in  o'rni  lang.  only 

College  Maids 

11 

14 

16 

IP  a 

Binet  200 

WeU 

Correct 

Poor 

Bedford  88 

Well 

Correct 

Poor 

P 

Grade  Group 

WeU 

Correct 

Correct 

-S^ 

Below-Grade  Group 

Fair 

Poor 

A  little  in  owa  lang.  only 

Q  o 

College  Maids 

WeU 

Correct 

Correct 

Binet  200 

44 

32 

24  (Limits  76—  0) 

i      '2 

Bedford  88 

44 

32 

22  (Limits  72—  0) 

o  ^ 

Grade  Group 

44 

36 

28  (Limits  72—12) 

Below-Grade  Group 

32 

25 

0  (Limits  68—  0) 

O'--    iS 
.      03    CO 

College  Maids 

No  data 

§3^^^ 

20  Woman  Students 

Ph        Ph 

Normal  College* 

56 

50 

36  (Limits  72—24) 

*  These  Normal  CoUege  women  would  score  still  better  than  the  Reforma- 
tory women  if  the  thought  of  the  passage  as  a  whole  were  measured  instead 
of  the  detached  unit  ideas. 


170  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

above  and  will  omit  nothing.  Fifteen  and  nine-tenths  per  cent, 
read  poorly,  stumble,  hesitate  and  struggle  with  the  passage  as  a 
small  child  would,  while  12.6  per  cent,  are  unable  to  read  in 
any  language  or  read  only  an  occasional  word  in  their  own 
language.  Many  of  those  who  cannot  read  at  all  have  been 
too  dull  to  learn  even  their  letters  (Table  52).  Their  ability 
to  comprehend  the  meaning  of  the  words  they  can  pronounqe 
is  another  matter.  The  direction  tests  reported  in  the  following 
section  indicate  that  both  the  Grade  Group  and  the  Below- 
Grade  Group  comprehend  much  less  rapidly  than  they  are  able 
to  read  the  text. 

With  respect  to  the  rapidity  with  which  the  passage  can  be 
read,  it  seems  that  61.4  per  cent,  complete  the  reading  in  16 
seconds.  The  writer  can  read  it  in  a  comfortable,  leisurely 
fashion  in  14  seconds.  Certainly  a  normal  adult  ought  to  read  it 
in  17.2  The  Maids  read  it  in  11,  14  and  16  seconds,  respectively, 
at  the  25th,  Median  and  75th  percentiles. 

(3)  Both  in  quality  and  time  the  Grade  Group  read  better 
than  the  Below-Grade  Group.  Of  the  former,  83  per  cent, 
read  either  well  or  excellently,  while  onlj'^  23.5  per  cent,  of  the 
Below-Grade  Group  are  this  successful.  In  time  all  but  16.7 
per  cent,  of  the  Grade  Group  read  the  passage  in  16  seconds 
or  less,  whereas  73.5  per  cent,  of  the  Below-Grade  Group  require 
longer  than  18  seconds  to  read  it.  Certainly  the  Below-Grade 
Group  is  less  able  to  read  simple,  easy  prose  at  a  standard  rate 
with  reasonable  success  than  is  the  Grade  Group.  As  in  writing 
this  does  not  mean,  however,  that  lack  of  opportunity  for  school- 
ing is  the  main  cause  of  their  poorer  success  for  41.2  per  cent, 
of  them  went  to  school  until  they  were  fourteen,  all  but  35  per 
cent,  until  they  were  at  least  thirteen  and  the  75th  percentile 
individual  until  she  was  eleven,  long  enough,  manifestly,  to 
learn  to  read  if  she  had  kept  up  to  grade.  It  is  undoubtedly 
true  that  some  of  the  increased  time  of  the  Below-Grade  Group 

''The  percentiles  for  the  reading  of  this  passage  by  a  group  of  twenty  woman 
students  in  a  normal  college  were  13-15.3  and  17  seconds  respectively.  The 
average  was  15.1  seconds  and  the  limits  10.2  and  19.2,  respectively.  Some, 
however,  read  for  dramatic  effect,  so  that  these  figures  do  not  represent  natural 
rates. 


TESTS    CONTINUED  171 

over  the  Grade  Group  in  the  opposites  test,  direction  test," etc., 
is  due  to  less  facility  in  reading,  but  in  the  light  of  their  school 
retardation,  and  of  the  fact  that  about  the  same  percentage  of 
them  are  slower  also  in  sorting  cards  in  doing  puzzles  and 
performing  other  tests  in  which  reading  plays  no  part,  this  limi- 
tation in  reading  appears  to  be  only  another  phase  of  the  general 
slowness  and  inefficienc}^  of  this  group. 

(4)  The  correlation  between  the  rate  of  reading  and  the  native 
ability  of  our  subjects  as  judged  by  the  principal  of  the  institution 
industrial  school  is  r  =  +  .67,  P.  E.  =     042. 

(5)  For  any  wdio  may  be  interested  the  distribution  of  the 
groups  of  different  mental  ages  of  the  Binet  200  is  given  with 
respect  to  the  rapidity  with  which  the  passage  is  read  (Table  53). 

(6)  Aside  from  the  fact  that  so  many  of  the  Reformatory 
women  read  the  passage  wdth  ease  (71.5  per  cent,  at  least  "satis- 
factory," 61.4  per  cent,  in  16  seconds  or  less),  the  most  important 
result  of  this  test  is  the  fact  that  they  apprehend  so  little  of 
what  they  read.  Further  tests  on  this  point  are  necessary  and 
are  in  progress.  Their  account  of  the  passage  is  fragmentary, 
and  not  exact.  If  the  same  facts  are  told  to  them,  on  the  other 
hand,  they  give  a  more  accurate  and  complete  account  of  the 
flood,  the  boats  of  fish,  the  child  who  was  in  danger,  etc.  After 
reading  the  passage  the  25th  percentile  individual  recalls  only 
44  per  cent,  of  the  unit  ideas  into  which  it  has  been  divided,  the 
median  only  32  per  cent,  and  the  75th  only  22  to  24  per  cent. 
(Table  51).  We  quote  below  a  number  of  these  accounts  selected 
at  random  from  the  Bedford  88.  We  have  punctuated  them  to 
imitate  as  well  as  possible  their  recital. 

Subject  7  reads  "well"  in  15.6  sees.  "On  June  5th  there  was  a  great  flood 
at  Cape  Maj'  and  the  fisherman  was  drowned  I  guess.  Well  anyway  a  man  in  a 
rowboat  and  he  saved  the  little  child.     Something  was  washed  away. 

Subject  66  reads  "well"  in  12.2  sees.  "A  flood  and  a  fishemian's  son  was 
drowned  and  a  fisherman  went  to  save  him  and  a  boat  was  thro'svTi  over- 
board.    The  fisherman  was  drowned — the  child  was  saved." 

Subject  26  reads  "well"  in  9.4  sees.  "A  Uttle  child  went  out  in  a  boat  and 
a  man  was  washed  overboard.  She  was  a  pretty  Uttle  child  that  went  out  to 
sea." 

Subject  85  reads  "nicely"  in  15.8  sees.  "Something  about  a  ship.  A 
child  was  saved,  the  man  was  overboard.  Something  about  fish,  ain't  it? 
Cape  May." 

Subject  9  reads  "fairly"  in  15.8  sees.  "  Probably  the  little  boy  was  fishing 
and  fell  overboard  and  so  probably  a  fisherman  came  along  and  saved  him. 
The  child  was  5  years  of  age.     It  happened  in  New  York  June  5th." 


172 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


TABLE  52. 
E!stimated  Reading  Ability  of  Bedford 


AND    StJB-GrOTJPS. 


Below- 

Grade 

Grade 

Group 

VIII 

Grade 

VII  Grade 

VI 

Grrade 

V  Grade 

Group 

Group 

Bedford  88 

Per 

Per 

Per 

Per 

Per 

Per 

Per 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

WeU* 

5 

38.5 

8 

50 

5 

31.3 

2 

22.2 

20 

37.0 

2 

5.9 

?2 

25.0 

Correct* 

7 

53.8 

7 

43.8 

9 

56.3 

2 

22.2 

25 

46.3 

6 

17.6 

31 

35.2 

Fair* 

0 

0.0 

1 

6.3 

2 

12.5 

2 

22.2 

5 

9.3 

5 

14.7 

10 

11.3 

Poor    Careless 

! 

Stumbling 

1 

7.7 

0 

0.0 

i     ^ 

0.0 

3 

33.3 

4 

7.4 

10 

29.4 

14 

15.9 

A  few  words  in 

English 

0 

0.0 

0 

0.0 

.     0 

0.0 

0 

0.0 

0 

0.0 

2 

5.9 

2 

2.3 

A  little  in  own 

language 

0 

0.0 

0 

0.0 

0 

0.0 

0 

0.0 

0 

0.0 

2 

5.9 

2 

2.3 

Can't  read  in 

any  language 

0 

0.0 

0 

0.0 

!        0 

0.0 

!       0 

0.0 

0 

0.0 

7 

20.6 

7 

8.0 

Total 

13 

16 

1    16 

9 

:   54 

34 

88 

"  Well"  =  with  expression,  good  enunciation  and  observation  of  punctuation. 
"  Correct"  =  Mechanically  correct,  but  without  very  much  expression. 
"  Fair"  =  Childishly,  but  not  carelessly  and  no  stumbling. 

TABLE  53. 

The  Distribution  of  the  Various  Mental  Ages  of  the  Binet  200  with 
Respect  to  Time  in  Reading. 


Time  in 
Sec. 

11  yrs. 

10  yrs. 

9  >TS. 

8  yrs. 

7  yrs. 

6    rs. 

9-10 

7 

5 

1 

0 

0 

0 

11-12 

12 

8 

8 

0 

0 

0 

13-14 

20 

16 

3 

0 

0 

0 

15-16 

14 

31 

3 

0 

0 

0 

17-18 

0 

0 

4 

0 

0 

0 

18+ 

1 

5 

28 

12 

15 

2 

Totals 

54 

70 

47 

12 

15 

2 

Those  over  18  seconds  analyzed  further: 


19-31 

0 

0 

12 

3 

1 

0 

32-44 

0 

2 

7 

1 

0 

0 

45-57 

1 

1 

2 

0 

1 

0 

58-70 

0 

0 

1 

1 

0 

0 

70+ 

0 

2 

3 

0 

0 

0 

Only  few 

words 

0 

0 

2 

3 

3 

0 

In  own 

language 

0 

0 

0 

0 

0 

0 

Can't 

read 

0 

0 

1 

4 

10 

2 

TESTS    CONTINUED  173 

Subject  15  reads  "well"  in  11.6  sees.  "Something  about  a  boat  was  drowned 
at  sea.  The  man  was  drowned  and  the  child  was  saved.  Cape  May  last 
week." 

Section  3.     Directions  Tests. 

Some  reliable  measure  of  ability  to  comprehend  and  follow 
directions  is  important  for  clinical  and  institutional  purposes. 
Especially  useful  from  the  immediate  practical  side  would  be 
tests  through  which  one  could  ascertain,  if  only  roughly,  an 
individual's  ability  to  understand  and  carry  out  the  instructions 
of  the  average  employer  under  whom  she  will  have  to  serve  her 
parole  and  earn  her  livelihood.  Such  tests  might  serve  also  to 
supplement  present  a  priori  and  inductive  efforts  to  couch  the 
directions  of  our  several  tests  in  such  terms  as  to  insure  an  equal 
understanding  of  their  performance  on  the  part  of  all  subjects. 
Such  an  equal  understanding  is,  of  course,  essential  if  the  time 
and  errors  involved  in  its  performance  are  to  be  taken  as  an 
exact  measure  of  the  specific  mental  characteristic  one  desires 
to  gauge  and  shall  not  include  time  consumed  or  errors  made  in 
grasping  directions  and  technique. 

Although  the  literature  descriptive  of  the  defective  and  delin- 
quent makes  constant  use  of  such  terms  as  "unalertness,"  ''lack 
of  comprehension,"  "slowness  of  apperception,"  and  the  like, 
there  is  little  experimental  data  in  the  field  of  mental  tests  es- 
tablishing norms  or  defining  individual  differences  in  ability 
to  comprehend  directions.  This  section  represents  at  least  a 
step  toward  the  establishment  of  such  measurements  for  the 
criminal  woman.  The  standard  directions  tests  of  Woodworth 
and  Wells^  seemed  the  natural  ones  with  which  to  begin.  Ac- 
cordingly, so  far  as  these  tests  admit,  we  have  aimed  (1)  to  gain 
some  line  on  the  complexity  of  the  directions  which  the  Reforma- 
tory women  are  able  to  follow,  (2)  to  estimate  the  range  of  individ- 
ual differences  among  these  subjects,  as  indicated  by  differences 
in  accuracy  and  rapidity  of  their  responses,  and  (3)  to  calculate 
how  closely  these  individual  differences  correlate  with  relative 
capacities  to  profit  by  the  training  of  the  institution. 


Wp.  cit.,  pp.  70  and  72. 


174  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

Two  sets  of  verbal  directions  were  devised  by  the  writer. 
These  also  have  been  given  to  the  Reformatory  subjects  but  the 
results  are  not  yet  ready  for  publication.  It  may  be  affirmed, 
however,  that  they  bid  fair  to  be  useful.  They  serve  to  indi- 
cate that  the  Reformatory  woman  can  follow  verbal  instruc- 
tion somewhat  more  successfully  than  those  she  is  required  to 
read.  They  serve  also  to  isolate  with  considerable  finality 
those  who  are  slow  to  comprehend  simple,  every-day  direc- 
tions. 

(1)  A  doll's  bed,  some  three  feet  long,  and  a  supply  of  bedding  were  put 
on  a  table.  The  directions  were:  "Pretend  I  am  the  lady  of  the  house.  I 
will  tell  you  how  I  wish  this  bed  made  and  then  I  am  going  over  to  my  desk 
to  work.  When  you  have  finished  call  me  and  we  will  see  how  well  you  have 
been  able  to  do  what  you  were  told.  Now,  listen  carefuUy!  Make  the  bed 
as  well  as  you  can.  Make  it  so  that  when  I  go  to  bed  my  head  will  be  at  the 
foot,  for  you  see  I  don't  like  the  light  from  that  window  shining  in  my  eyes. 
Use  the  yellow,  not  the  white,  mattress  pad.  Use  the  plain,  not  the  initialed, 
sheets,  and  put  on  only  one  quilt."  The  women  like  this  test  and  think  it 
great  fun. 

(2)  Ten  white  metal,  half-inch  to  three-quarter-inch  high  objects,  a  rooster, 
engine,  monkey,  chair,  cup,  camel,  shoe,  street  car,  dog  and  hat,  were  put  on  a 
table.  The  writer's  attention  was  directed  to  these  httle  objects  as  good 
material  for  tests  by  Dr.  EUis  of  the  Neurological  Institute  of  New  York  City, 
who  was  using  them  in  a  memory  test.  We  tried  roughly  to  let  the  du-ections 
range  in  difficulty  from  the  simplest  sort,  i.  e.,  "tm-n  the  hat  upside  down," 
to  one  which  demanded  a  choice  of  reaction,  which  choice  in  turn  depended 
upon  some  discrimination  of  the  material  at  hand.  Before  the  test  began  the 
objects  were  arranged  in  a  procession  facing  to  the  subject's  left  in  the  order 
designated  rooster,  engine,  monkey,  chair,  pitcher,  camel,  shoe,  car,  dog  and 
hat.  The  subject  was  told  that  it  was  a  test  to  show  how  quickly  and  well 
she  could  follow  directions,  could  do  what  she  was  told,  that  each  direction 
would  be  repeated  onlj'  once  and  she  must  Usten  very  carefuUy.  She  was 
told  that  she  must  wait  until  we  said  ready  each  time  before  doing  what  was 
asked.     To  illustrate  the  procedure,  the  two  following  directions  were  given. 

1.  Put  the  shoe  on  the  chair.     Ready! 

2.  TeU  me  what  object  comes  after  the  street  car,  and  then  tell  me  what 
one  is  just  in  front  of  it.     Ready! 

The  watch  is  started  with  the  ready  signal  and  stopped  when  the  subject 
has  finished  each  reaction.     We  also  tuned  the  test  as  a  whole,  but  if  only 
one  stop  watch  is  available,  the  former  is  a  more  significant  measure  to  retain. 
Care  was  taken  to  speak  very  distinctly  and  at  a  fairly  slow  rate. 
Directions : 

1.  How  many  objects  are  there  in  the  procession? 

2.  How  many  animals  are  there? 

3.  Name  an  animal  that  isn't  there. 

4.  Turn  the  hat  upside  down. 

5.  If  the  rooster  is  green,  put  it  at  the  other  end  of  the  procession  behind  the 
hat,  but  if  it  is  yellow,  hand  it  to  me.  (If  the  subject  fails  to  set  the  rooster 
down  behind  the  hat  the  experimenter  must  do  so  before  the  6th  direction  is 
given.) 

6.  Name  every  other  object. 

7.  With  yoiu-  left  hand,  pick  up  the  first  three  objects  on  the  left,  and  with 


TESTS    CONTINUED  175 

your  right  hand,  the  last  four  objects  on  the  right. 

8.  Hand  me  all  together  tlie  things  you  picked  up  with  your  left  hand,  and 
then  hand  me,  one  at  a  time,  those  you  picked  up  with  your  right  hand. 

(After  this  direction  the  cup,  the  camel  and  the  shoe  should  be  on  the  table 
in  the  order  designated  from  left  to  right.) 

9.  Which  of  these  three  objects  is  the  smallest? 

10.  Put  the  shoe  between  the  camel  and  the  cup. 

11.  Give  a  wTong  answer  to  the  question!  What  three  objects  are  there  on 
the  table? 

12.  Put  anything  you  like  beside  the  cup,  something  green  beside  the  shoe, 
and  an  animal  beside  the  camel. 

18.  Change  the  position  of  three  of  these  objects,  but  do  not  move  the  shoe 
or  the  camel. 

14.  As  I  call  the  names  of  the  different  objects,  you  set  them  in  a  procession 
facing  the  left  as  they  wei-e  in  the  beginning. 

15.  If  the  camel  is  bigger  than  the  dog,  give  me  a  red  object,  but  if  the  dog 
is  bigger,  give  me  the  hat. 

16.  Name  as  many  objects  as  the  rooster  and  the  monkey  together  have  feet. 

17.  Put  the  animals  in  a  row  facing  yom'self . 

18.  Set  the  things  to  wear  beside  each  other. 

19.  Make  a  procession  of  all  the  objects  and  this  time  be  sure  that  the  green 
ones  follow  each  other  and  that  all  the  animals  come  one  behind  the  other. 

20.  When  I  pick  up  one  object  you  pick  up  two  and  when  I  pick  up  two 
you  pick  up  one.  (The  experimenter  picks  up  first  one,  then  two  and  then 
one.) 

The  first  Woodworth  and  Wells  direction  test  is  known  as 
the  Easy  Directions  Test  and  is  made  up  as  follows: 


176  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

Cross  out  the  smallest  dot  •     •      • 

Put  a  comma  between  these  two  letters .    G     H 

How  many  ears  has  a  cat  ' 

Make  a  Une  across  this  line  ; 

Show  by  a  cross  which  costs  more :   a  hat  or  an  orange. 

Write  8  at  the  thinnest  part  of  this  line  :     ■ 

Write  any  word  of  three  letters. 

Put  a  dot  in  one  of  the  white  squares  :        ■^^■d 

Cross  out  the  word  you  know  best     fish,  brol.  matzig. 

Leave  this  just  as  it  is  ;     ^^>>  >  ^0^ 

Mark  the  line  that  looks  most  like  a  hill  \y       )  /       \ 

How  many  t's  are  there  in  twist? 

Dot  the  line  that  has  no  dot  over  it  •  III 

Write  o  after  the  largest  number:   3     86     12 

Mark  the  name  of  a  large  city  :   London,  painter 

Make  a  letter  Z  out  of  this:        y 

Join  these  two  lines:    


Write  s  in  the  middle  square  : 
Write  any  number  smaller  than  10. 
Put  a  question  mark  after  this  sentence 


nna 


TESTS    CONTINUED  177 

This  easy  directions  test  was  given  before  the  hard  one.  The 
instructions  were:  "I  have  a  paper  here  on  which  there  is  a 
Hst  of  things  for  you  to  do.  It  will  help  me  to  tell  how  good 
a  worker  you  are,  how  quickly  and  well  you  can  do  what  you 
are  told.  Take  your  pencil  and  when  I  put  the  paper  down 
on  the  table,  do  just  what  it  tells  you  to  do.  If  it  says  'Make 
a  crooked  line'  you  make  a  crooked  line;  no  matter  lohat  it  tells 
you  to  do,  even  though  it  seems  foolish  to  you,  do  it  exactly, 
and  see  how  quickly  you  can  finish  the  test.  Take  all  the  time 
you  need  to  do  just  what  it  says,  but  don't  waste  a  single  min- 
ute.    Ready,  go!" 

As  for  the  method  of  scoring,  5  per  cent,  was  given  for  each 
direction  exactly  followed.  Unless  what  was  called  for  was 
literally  done,  no  credit  was  given,  except  in  the  5th  and  18th 
directions,  where  if  an  "8"  instead  of  an  "s"  was  put  in  the 
middle  square,  or  if  it  was  somehow  indicated  that  a  hat  costs 
more  than  an  orange,  though  not  by  a  cross,  2.5  per  cent,  was 
given.     Time  was  recorded  for  the  total  test. 

This  test  was  given,  with  the  few  exceptions  noted  below, 
to  the  first  68  of  the  Bedford  88.  Three  of  the  68  were  trans- 
ferred or  taken  out  on  a  writ  before  their  turn  to  be  tested,  and 
5  were  unintentionally  omitted.  We  have,  thus,  records  for 
an  unselected  60  of  the  Bedford  88,  to  whom  we  shall  refer 
as  the  "Bedford  88-60."  In  addition  to  this  group  the  test 
was  given  to  a  later  series  of  100  inmates,  tested  as  they  came 
to  the  Reformatory  from  the  courts.  Of  these,  25  were  colored 
women.  Their  records  have  been  tabulated  separately  and 
are  referred  to  as  the  "Colored  Group."  Of  the  other  75,  5 
were  taken  out  on  writs  before  the  test  could  be  given,  and  as 
in  the  case  of  the  Bedford  88,  8  records  were  omitted  from  the 
tabulations  because  the  subjects  were  foreign  and  much  better 
able  to  do  the  tests  in  their  own  language  than  in  English. 
There  remain  62  white  girls  to  be  tabulated  of  the  75,  to  whom 
we  shall  refer  as  the  "Lab.  Group."  Thus  the  easy  directions 
test  was  given  to  25  colored  girls  and  to  122  white  girls,  of 
whom  60  belong  to  the  Bedford  88  and  62  to  the  Lab.  Group. 
To  these  122  we  shall  refer  as  the  "Total  122." 

Results:  Curve  92  makes  graphic  how  closely  the  records  of 
the  Bedford  88-60  parallel  those  of  the  Lab.  Group.     (See  also 


178 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


Tables  57  and  59.)  Their  records  in  this  test  coincide  as  closely 
with  those  of  the  Lab.  Group  as  they  did  with  the  Binet  200 
in  the  foregoing  tests.  Had  all  three  groups,  the  Bedford  88, 
the  Binet  200,  and  the  Lab.  Group  been  given  this  easy  direc- 
tions test,  the  range,  percentiles,  etc.,  would  have  differed  little 
from  these  which  have  been  determined  from  the  smaller  group 
above, 

Be-c^/ord  »S'-60 

////////    LaS-  Caclud 


zo    — 


(0     — 


^g 


Curve  93 —Surface  of  frequency  of  Time  Records  of  Lab.  group  and  Bedford  88-60. 
Easy  Direction  Test  of  Woodworth  and  Wells. 

According  to  Woodworth  &  Wells,  these  directions  were 
made  "as  concise  as  possible  in  order  that  the  reading  time 
might  not  be  a  determining  factor."  With  our  subjects  there 
is  inevitably  a  difference  in  reading  time  from  subject  to  sub- 
ject, which  conciseness  can  minimize,  but  not  obhterate.  The 
page  of  directions  is  approximately  three  times  the  length  of 
the  standard  passage  used  in  the  reading  test.  Estimating  on 
the  basis  of  the  percentiles  of  the  latter,  the  best  quarter  of 
our  subjects  should  read  these  directions  ''well"  in  not  over  40 
sees.,  the  median  subject  "satisfactorily"  in  not  over  50  sec, 
and  the  75th  percentile  subject,  with  help,  in  not  over  90  sec. 
If  the  Reformatory  women  comprehended  as  they  read,  i.  e., 
as  they  pronounced  the  text,  the  percentiles  for  the  time  re- 
quired to  complete  the  test  ought  to  be  but  slightly  longer  than 
those  of  the  reading  time.     As  a  matter  of  fact,  the  time  per- 


TESTS    CONTINUED  179 

centiles,  without  regard  to  accuracy  scores,  are  over  twice  as 
long  as  those  of  the  reading  time.  They  are  approximately 
100,  130,  and  230  sec,  respectively,  at  the  25th,  median,  and 
75th  percentiles;  and  a  majority  of  the  subjects  were  not  able  to 
comprehend  without  actually  reading  the  directions  through  at 
least  twice.  The  College  Maids,  too,  in  proportion  to  their 
rate  of  reading,  were  slow  to  appreciate  what  they  must  do. 
They  required  76.4,  110.6,  and  150.6  sec.  at  the  three  per- 
centiles to  complete  the  test. 

The  average  time  required  by  Woodworth  and  Wells'  "edu- 
cated adult"  subjects  is  3.6  sec.  per  reaction,  or  72  sec.  for 
the  whole,  with  limiting  records  of  46  and  114  sec.  Only  3 
of  the  Total  122  Reformatory  women  and  only  4  of  the  College 
Maids  are  as  quick  as  this  average.  The  average  time  for  the 
Total  122  (not  including  the  13  total  failures,  whose  time  scores 
were  indeterminate)  was  151.9  sec,  with  limiting  records  of  55 
to  397.4  sec 

If  one  calculates  an  index  of  the  time  it  takes  to  get  100  per 
cent,  correct  (time  divided  by  accuracy,  multiplied  by  100) 
the  percentiles  are  104,  156.9,  and  379  sec.  for  the  Bedford 
88-60,  and  78.3,  130.1,  and  188.2  sec  for  the  College  Maids. 
(Indexes  were  not  calculated  for  the  Total  122  or  the  Lab. 
Group.)  These  indexes  are,  of  course,  ideal  standards  of  accur- 
acy which  some  of  our  subjects  could  not  attain  under  any  cir- 
cumstances, but  they  serve  well  as  a  combined  measure  of  time 
and  accuracy.  Upon  this  basis,  to  secure  100  per  cent,  it 
would  take  the  Reformatory  women  25.7,  26.8,  and  191  sec 
longer  at  the  three  percentiles,  respectively,  than  the  College 
Maids  to  follow  the  directions  accurately. 

The  Bedford  88-60  approximate  the  scores  of  the  College 
Maids  and  of  Woodworth  and  Wells'  subjects — among  which 
latter  errors  are  negligible — more  nearly  in  the  accuracy  of 
their  scores  than  in  the  time  it  takes  to  accomplish  them.  The 
actual  percentiles  of  accuracy,  without  regard  to  time,  are  97.5, 
90,  and  80  per  cent,  for  the  College  Maids,  95,  90,  and  75  per 
cent,  for  the  Total  122,  and  95,  90,  and  70  per  cent,  for  the  Bed- 
ford 88-60.  These  scores  seem  good  until  one  considers  how 
very  simple  the  directions  are  and  how  much  time  has  been 
consumed  in   the  effort  to  comprehend  and  perform  them. 


180 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


TABLE  54. 

Percentiles  in  East  Direction  Test  for  College  Maids.  Total  122,  Bedford  88-60, 

AND  Colored  Group.     Showing  Accuracy  in  Per  Cent.,  Time  and 

Index  in  Seconds. 


25th  Per- 
centile 


Median 


75tli  Per- 
centile 


Limits 


Upper 


Lower 


Collese  Maids 


Total  122 


Bedford  88-60 


Accuracy 

Time 

Index 

Accuracy 
Time  (approx.) 
Index 

Accuracy 

Time 

Index 


Colored  Group  <   Time 
(  Index 


(  Accuracy 


97.5 
76.4 
78.3 

95 
100.0 


95. 
98.0 
104.0 

92.5 
168.0 
176.8 


90. 
110.6 
130.1 

90. 

130.0 

No  Index 

90. 
142.0 
156.9 

85. 
232.9 
278.7 


75. 
150.6 
188.2 

75. 
230.0 
figured 

70.0 
235.0 
379.0 

70. 
389.0 
580.8 


100. 

57.2 
57.2 

100. 
55.0 


100. 
70.0 
73.6 

97.5 

89.2 

101.9 


65. 
283.8 
366.1 

? 
397.4 


35. 
397.4 
690.2 

62.5 

797.0 

1099.3 


(no  failures) 

(no  failures) 

(no  failures) 

(13  failures) 

(13  failures) 


(  7  failures) 

(  7  failures) 

(  7  failures) 

(  3  failures) 

(  3  failures) 

(  3  failures) 


TESTS    CONTINUED 


181 


The  average,  the  distribution  and  the  range  of  time  scores  for 
the  Total  122,  as  divided  into  four  groups  by  the  25th,  the 
median,  and  the  75th  percentile  records  of  accuracy  are  given 
in  Table  55.  There  is  a  genuine  correlation  between  time  and 
accurac3\  Of  those  who  vary  from  72.5  to  0  per  cent,  in  ac- 
curacy there  are  only  3.3  per  cent,  who  attain  or  surpass  the 
median  time  score  of  those  whose  scores  range  from  90  to  100 
per  cent.,  and  only  12  per  cent,  of  those  with  an  accuracy  from 
87.5  to  75  per  cent,  overlap  the  latter. 


TABLE  55. 

Average  and  Distribution  of  the  Time  Scores,  in  Seconds,  of  those 

OF  the  Total  122  Whose  Records  in  Accuracy  Ranges  (1)  From  100% 

Through  95%,  (2)  from  92.5%  Through  90%,  (3)  from  87.5% 

Through  75%,  and  from  72.5%  Through  0%.* 


Time  in  Sec. 

100—95% 

92.5—90% 

87.5—75% 

72.5—0% 

Average! 

121.6 

119.4 

180.8 

232.1 

Range 

55-200 

72.5-224 

78.6-340.6 

108-397.4 

No.  Per  Cent. 

No.  Per  Cent. 

No.  Per  Cent. 

No.  Per  Cent. 

90  or  less 

11     24.4 

4     18.2 

2       8.0 

0       0.0 

91-120 

12     26.7 

10    45.5 

1       4.0 

1       3.3 

121-150 

14    31.1 

4     18.2 

8     32.0 

2      6.7 

151-180 

6     13.3 

1      4.5 

2      8.0 

1       3.3 

181-210 

2       4.4 

2      9.1 

3     12.0 

3     10.0 

211-240 

0      0.0 

1       4.5 

5     20.0 

2      6.7 

241-270 

0      0.0 

0      0.0 

2      8.0 

4     13.3 

271-300 

0      0.0 

0      0.0 

0      0.0 

1       3.3 

301-330 

0      0.0 

0      0.0 

1      4.0 

1       3.3 

331-360 

0      0.0 

0      0.0 

1       4.0 

2      6.7 

Failure 

0      0.0 

0      0.0 

0      0.0 

13    43.3 

Total 

45 

22 

25 

30 

*95%,  90%,  and  75%  are  the  25th,  the  median  and  the  75th  percentiles 
of  accuracy  for  the  Total  122. 

fAverage  time  for  total  122  is  151.9  sec.  (13  failures  omitted  from  calcula- 
tion).   Range  55  to  397.4  sec. 

The  small  group  of  colored  women  is  poorer  on  the  whole 
than  the  white  girls  and  just  a  trifle  better  than  the  Below- 
Grade  Group.  (For  their  percentiles  see  Table  54.)  Yet,  we 
may  state  dogmatically  that  they  do  better  in  the  test  in  pro- 


182 


THE    MENTALITY    OF    THE    CRIMINAL   WOMAN 


portion  to  their  opportunities  for  learning  to  read  than  do  the 
white  girls. 

The  Grade  Group  is  decidedly  superior  to  the  Below-Grade 
Group,  especially  with  respect  to  index  scores.  (See  Curve  94 
and  Tables  57,  58  and  59.)  Woodworth  writes  that  this  and 
the  hard  list  have  been  given  to  children  in  the  various  grades, 
but  that  the  scores  are  not  yet  tabulated. 


ff/^M/HffJ,      ^in&rr  f^*4>   "fr*-^      '       " 


30 


A   V  \ ..{./,:  tA<,. 


*  ?.  X,  £ 


Curve  94. — Surface  of  Frequency  of  Index  Scores. 
Easy  direction  Test  of  Woodworth  and  Wells. 


The  20  easy  directions  were  chosen  by  Woodworth  and  Wells 
to  be  about  equal  in  difficulty,  at  least  for  their  subjects.  For 
our  group,  however,  they  vary  from  the  least  difficult,  "How 
many  ears  has  a  cat,"  which  14  of  the  Total  122  were  unable 
to  achieve,  to  "Show  by  a  cross  which  costs  more,  a  hat  or  an 
orange,"  which  62  failed  to  comprehend.  The  College  Maids, 
also,  found  four  of  the  directions  decidedly  less  easy  than  the 
others.  The  20  directions  are  arranged  in  the  order  of  their 
difficulty  for  our  subjects  in  Table  56,  where  the  easiest  one  is 
given  a  rank  of  one. 


TESTS    CONTINUED  183 

The  greater  difficulty  of  a  number  of  these  directions  is  in- 
herent in  the  text  of  the  directions  themselves,  as  the  analysis 
of  responses  indicates,  but  for  the  most  part  the  inequalities 
reflect  the  varying  intelligence  of  the  subjects  themselves.  To 
secure  what  Wood  worth  and  Wells  intended  this  test  to  measure, 
i.  e.,  individual  differences  in  rate  of  comprehending  directions, 
all  of  which  are  perfectly  easy  to  understand,  another  and 
easier  set  would  have  to  be  devised  for  the  Reformatory  women. 
Meantime,  the  directions  as  they  stand  (if  the  time  consumed 
and  the  errors  made  may  be  taken  to  indicate,  for  all  subjects 
alike,  actual  differences  in  the  mental  characteristics  under 
investigation)  serve  to  indicate  roughly  how  simply  the  instruc- 
tions of  employers  must  be  worded  to  be  effective,  and  how 
primer-like  the  directions  of  our  mental  tests. 

Had  these  20  directions  been  equally  easy  for  all  the  Re- 
formatory women,  individual  differences,  in  all  probability, 
would  have  been  less  marked  and  the  coefficient  of  correlation 
between  rank  in  index  scores  in  the  test  and  rank  in  native 
intelligence  would  have  been  not  so  high  as  it  is.  This  correla- 
tion is  -j-  .76,  P.E.  .038.  The  coefficient  between  native  intel- 
ligence and  accuracy  scores  is  somewhat  less,  +  .62,  P.E.  .056. 
It  follows  that  the  test  as  it  stands  is  of  considerable  importance 
as  indicative  of  general  intelligence  and  as  prophetic  of  indus- 
trial efficiency  when  measured  by  capacity  to  profit  by  the 
training  of  the  Reformatory. 

It  is  interesting  that  the  correlation  between  the  accuracy 
scores  in  this  easy  directions  test  and  the  accuracy  scores  of 
the  easy  opposites  test  is  +  .72,  P.E.  .074.  This  is  a  genuine 
correlation  between  ability  to  comprehend  simple  directions 
and  to  control  simple  logical  associations  by  opposites,  not  a 
correlation  between  ability  to  comprehend  the  directions  of 
the  directions  test  proper  on  the  one  hand  and  capacity  to 
comprehend  the  requirements  of  the  opposites  test  on  the 
other.  At  least,  we  feel  confident  that  each  subject  was  made 
to  understand  to  the  full  extent  of  her  ability,  what  was  meant 
by  an  opposite  and  exactly  what  was  expected  of  her  in  the  test. 
The  two  tests  undoubtedly  have  in  common  the  discrepancy 
between  the  relative  rapidity  with  which  material  can  be  read 


184  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

and  the  slowness  with  which  its  meanings  are  comprehended. 
How  far  the  latter  is  a  measure  of  mental  defect,  of  absolute 
incapacity  to  comprehend  quickly,  and  how  far  it  is  a  conse- 
quence of  bad  reading  habits  which  more  modern  methods  of 
training  could  eradicate,  is  a  problem  we  have  not  tried  to 
solve. 

Analysis  of  the  responses  of  the  total  122  to  the  20  easy  directions. 

1.  In  response  to  "Cross  out  the  smallest  dot."  9  crossed  out  some  other 
dot  than  the  smallest  or  crossed  out  all  three.  Another  13 — all  low-grade 
feeble-minded  individuals — -failed  to  make  any  response  at  all  either  to  this 
or  to  any  of  the  other  directions.' 

2.  "Put  a  comma  between  these  two  letters,"  precipitated  26  wrong  re- 
sponses. Seventeen  of  these  responses  were  among  the  best  75  per  cent,  in 
total  accuracy  scores.  The  wrong  responses  were  sometimes  the  result  of 
missing  the  quaUfication  between  and  putting  the  comma  in  the  wrong  plaec ; 
others  said  they  did  not  know  what  a  comma  was. 

3.  "How  many  ears  has  a  cat?"  Aside  from  the  13  feeble-minded,  who 
failed  to  answer  all  the  other  directions  too,  only  1  subject  was  baffled  by 
this  question;  which  goes  to  show  that,  if  the  content  of  the  direction  is  simple 
enough,  it  can  not  only  be  read,  but  can  also  be  comprehended  and  followed 
by  a  large  majority  of  the  total  122. 

4.  "Make  a  line  across  this  line."  Of  the  8  who  gave  wrong  responses  to 
this  direction  none  failed  to  make  a  mark.  The  difficulty  was  that  they 
missed  the  adverbial  qualification  across  and  drew  the  fine  either  above  or 
below  or  parallel  to  the  original  line. 

5.  "Show  by  a  cross  which  costs  more:  a  hat  or  an  orange."  Of  the  49 
wrong  responses  to  this  direction  33  were  by  subjects  among  the  best  75  per 
cent,  in  total  accuracy  scores.  Only  7  of  the  33  failed  to  indicate  in  some  man- 
ner, though  not  by  a  cross,  that  the  hat  costs  more,  and  these  7  said  that  they 
did  not  understand  "about  the  cross  and  the  hat."  Of  the  16  who  belong  to 
the  poorest  quarter  in  accuracy  scores,  10  missed  the  idea  of  the  cross,  but 
indicated  that  the  hat  cost  more;  the  other  6  made  no  response.  Forty  per 
cent,  of  the  College  Maids  were  unable  to  understand  this  direction  as  it 
stands.  It  was  the  cross  that  puzzled  them  too.  Had  the  direction  read 
"Which  costs  more:  a  hat  or  an  orange?"  only  13  of  the  Reformatory  women 
over  and  above  the  13  who  failed  in  all  the  other  tests  as  well,  would  have 
been  unable  to  follow  the  directions.  It  was  instructive  and  amusing  to 
watch  them  puzzle  over  what  a  cross  had  to  do  with  the  cost  of  a  hat  or  an 
orange.  "A  hat  costs  more,"  they  would  say,  "but  what  about  the  cross?" 
It  will  be  recalled  that  we  gave  half -credit  for  the  omission  of  the  cross. 

6.  "Write  '8'  at  the  thinnest  part  of  this  line."  All  but  3  of  the  13  in- 
accurate responses  to  this  direction  were  among  the  poorest  quarter  of  the 
accuracy  scores.     Of  the  13,  3  wrote  nothing,  2  made  a  mark  instead  of  the 


*To  avoid  repetition  of  this  phrase,  the  13  who  failed  in  all  20  of  the  direc- 
tions will  not  be  included  in  the  number  of  wrong  responses  analyzed. 
These  must  be  added  to  the  number  above  in  each  case  to  obtain  the  total 
number  of  wrong  responses  given  in  Table  59.  This  13,  obviously,  belong 
to  the  poorest  quarter  of  the  Total  122,  which  quarter  is  responsible  for  the 
great  majority  of  the  incorrect  responses. 


TESTS    CONTINUED 


185 


H 

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H     . 

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w  o 

w   a 

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w  o 

o  ha 

o  o 

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IS    B 

W 

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t-j 

►    li, 

« 

O    O 

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«  e 

H 

p  ^ 

fH       M 

M     O 

&    H 

S5    O 

a    m 

Sg 

K  O 

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t5  <N 
0  (N 
O    ^ 

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o 
« 
o 

K 

O 

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J3 

5 


■^  ^^  x^  00 


a 

3 
O 

o 

o 
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IS 

6 
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CNVOOJCSfNCSOOOCNOOOOvOOCNOOOtN-^vO(M 

ioioioioioio''3ioioLOiocoooiooooo 

▼H             ^— (i^Hi-H             T— (1— It-It-H^-Ht-HCN 

03 

"2 

O 

o 

6 

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OOOOiOOiOii^iOOOOiOOOiOiOiOOO 

"-^                                       ^        ^.rt^^.^        ^  ro  !>4  liO  ^ 

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'-HtNrOTt<"0"^f-OOONO'-H'-ioO'^i001^000sO 

§ 

a 
Q 

How  many  ears  has  a  cat? 

Write  any  nmnber  less  than  ten. 

Leave  this  just  as  it  is: 

Join  these  two  lines: 

Dot  the  hne  that  has  no  dot  over  it:  . 

Put  a  dot  in  one  of  the  white  squares: 

Make  a  hne  across  this  hne: 

Cross  out  the  smallest  dot: 

Make  a  letter  Z  out  of  this: 

Put  a  question  mark  after  this  sentence. 

Cross  out  the  word  you  know  best: 

Write  8  at  the  thinnest  part  of  this  Une: 

Write  s  in  the  middle  square: 

Mark  the  line  that  looks  most  hke  a  hill: 

Write  any  word  of  three  letters. 

How  many  t's  are  there  in  twist? 

Put  a  comma  between  these  two  letters: 

Mark  the  name  of  a  large  city: 

Write  o  after  the  largest  number: 

Show  by  a  cross  which  costs  more: 

O   =3 


Pi  S 

O    <4- 


tZJ 


73     ,- 


Tl 

2 

o 

& 

u 

-i-i 

186  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

figure  8,  and  3  put  the  number  at  the  thickest  instead  of  the  thinnest  part  of 
the  hne. 

7.  "Write  any  word  of  three  letters."  Of  the  21  wrong  responses,  11 
were  among  the  better  three-quarters  in  accuracy  scores.  Four  wrote 
3  words  (one  group  was  "cat,  Atlantic,  girl"),  5  wrote  3  letters  ("BPR," 
etc.),  1  read  the  direction  aloud  twice  as  follows:  "Write  any  of  these  three 
letters,"  shook  her  head  and  went  on  to  the  next,  1  wrote  "httle,"  1  "girl," 

1  "three,"  1  "letters,"  1  "a",  1  "apple,"  and  5  made  no  response. 

Of  the  88  who  wrote  a  word  of  three  letters,  28  wrote  "cat,"  9  "dog,"  9 
"the,"  4  "rat,"  4  "yes,"  3  "one,"  3  "eat,"  3  "any,"  3  "two,"  2  "you,"  2  "and," 

2  "let,"  and  2  "see."  The  following  words  were  written  by  but  one  individual: 
"God,"  "fur,"  "dry,"  "get,"  few,"  "he,"  "sum,"  "out,"  "are,"  "oak,"  "mat," 
"man,"  "big,"  and  "pan." 

8.  "Put  a  dot  in  one  of  the  white  squares."  Three  put  a  dot  in  each 
square,  1  a  dot  outside  the  figure  and  1  an  "x"  in  the  middle  square. 

9.  "Cross  out  the  word  you  know  best."     Three  crossed  out  "matzig," 

3  did  nothing,  3  crossed  out  a  word  in  the  sentence,  3  crossed  out  the  word 
"brol,"  and  1  both  "fish"  and  "matzig."  The  latter  said  that  the  word 
"matzig"  was  a  Jewish  word  for  a  kind  of  bread. 

10.  "Leave  this  just  as  it  is."  The  3  who  failed  in  this  all  belonged  to 
the  poorest  quarter  of  the  subjects  with  respect  to  accuracy.  One  joined  the 
two  figures,  1  put  a  line  under  the  arrow,  and  1  put  another  circle  around  the 
circle  wath  the  dot  in  it. 

11.  "Mark  the  hne  that  looks  most  hke  a  hill."  Seven  marked  the  wroiig 
line,  7  made  a  slanting  hne,  3  copied  the  fine  that  looked  like  a  hill  and  2  did 
nothing.  A  chief  source  of  difficulty  here  was  reading  the  word  "mark"  as 
"make." 

12.  "How  many  t's  are  there  in  twist?"  To  this  question  there  were  25 
wrong  responses,  of  which  13  were  among  the  poorest  quarter  of  the  group  in 
accuracv  scores.     Eight  wrote  "1,"  3  wrote  "3,"  1  wrote  "5,"  1  wTote  "none," 

4  said  "1  don't  know  what  that  means,"  7  did  nothing,  and  1  wrote  "A  branch" 
and  when  questioned  afterwards,  re-read  it  and  said  "A  grig"  (meaning  twig) 
"is  a  branch,  isn't  it?"  The  expression  "t's"  is  too  technical  for  them.  They 
can't  pronounce  it  and  do  not  understand  it.  The  point  at  which  this  expres- 
sion becomes  unintelhgible  seems  to  be  the  same  point  which  determines  that 
the  subject  wall  not  be  able  to  answer  accurately  more  than  72.5  per  cent,  of 
the  whole  test.  Very  few,  however,  would  be  so  poor  that  they  could  not 
count  the  number  of  t's  in  twist  if  they  only  understood  the  expression.  Of 
the  8  who  wrote  "1,"  all  explained  afterwards  that  there  was  only  one  ts  in  the 
word. 

13.  "Dot  the  line  that  has  no  dot  over  it."  Two  crossed  out  the  first 
of  the  three  fines,  and  3  put  a  cross  over  the  first  one. 

14.  "Put  O  after  the  largest  number."  To  this  there  were  44  inaccurate 
responses,  of  which  33  put  the  zero  over  instead  of  after,  the  largest  number. 
Moreover,  25  of  these  errors  were  made  by  the  better  three  quarters  of  the 
subjects.  If  one  reads  this  direction,  especially  if  one's  auditory-verbal 
imagery  is  strong  the  sound  of  the  zero  or  the  sound  of  the  "O"  if  one  pronounces 
it  as  a  letter  seems  to  dominate  over  the  first  syllable  of  after  and  produces 
what  is  almost  an  illusion  of  "zero  over."  There  were  13  errors  where  the 
zero  was  written  either  after  a  smaller  number  or  omitted,  or  one  of  the  num- 
bers was  crossed  out.  These  latter  were,  of  course,  genuine  errors.  Eight  of 
the  11  colored  girls  who  failed  in  this  direction  and  4  of  the  10  College  Maids 
who  faUed  put  the  zero  over  the  86.  The  writer  suggests  that  the  text  of 
this  direction  be  changed  to  read:  "Put  the  number  1  after  the  largest  number." 
or  "Put  O  over  the  largest  number." 

15.  "Mark  the  name  of  a  large  city."  To  this,  5  said  "I  don't  know  what 
that  means,"  11  did  nothing,  1  gave  an  incoherent  response,  and  the  other 


TESTS    CONTINUED  187 

19  read  "mark"  as  "make,"  and  12  of  them  wrote  "New  York,"  2  "Paris," 
1  "Philadelphia,"  1  "England,"  1  "Italy,"  1  "Ohio,"  and  1  "Raphael." 

16.  "Make  a  letter  Z  out  of  this."  One  did  nothing,  1  made  an  8  out  of 
the  figure,  and  1  wrote  "alphabet,"  7  made  a  Z  to  one  side. 

17.  "Join  these  two  lines."  Two  did  nothing,  1  made  a  copy  of  the  two 
lines  unjoined  to  one  side,  and  1  under hned  the  first  line. 

18.  "Write  s  in  the  middle  square."  To  this  direction  there  were  18  wrong 
responses.  Three  wrote  "8"  instead  of  "s"  in  the  middle  square.  These 
women  were  all  near-sighted  and  were  given  2.5  per  cent,  credit.  One  wrote 
s  in  the  first  square,  1  wrote  s  in  all  three  squares,  1  wrote  "square"  in  the 
middle  squai'e,  1  WTote  "square"  in  the  first  square,  1  wTote  "the"  in  the 
first  square,  1  wrote  "the"  in  the  middle  square,  1  WTote  "1"  in  all  three  squares, 
1  ^\Tote  "1st"  in  the  middle  square,  1  wrote  "God"  in  the  first  square,  1  wrote 
"4"  in  the  middle  square,  1  wrote  "nine"  in  the  middle  square,  1  wrote  "1" 
in  the  first  square,  "2"  in  the  second,  and  "3"  in  the  third,  1  drew  a  line 
through  aU  three  squares,  and  2  did  nothing. 

19.  "Write  any  ntunber  smaller  than  10."  In  response  to  this  there  were 
only  two  errors.  One  WTote  "12,"  and  1  wi'ote  "1"  in  a  square  of  the  preceding 
test. 

20.  "Put  a  question  mark  after  this  sentence."  Two  put  a  period,  2  a 
comma,  1  an  exclamation  point,  2  wrote  questions,  viz.,  "How  many  hours  in 
the  day?"  and  "Can  I  have  it?"  and  4  did  nothing.  Evidently  the  failures 
here  are  largely  the  result  of  lack  of  knowledge  about  punctuation  marks. 

2.  The  hard-directions  test  is  reproduced  here  with  the  addi- 
tion of  a  number  of  vertical  bars  to  serve  as  division  marks  and 
of  Roman  numerals  to  number  these  divisions  for  convenient 
reference. 

With  your  pencil  make  a  dot  over  any  one  of  these  letters  F  G  H  I  J,  (I)  || 
and  a  comma  after  the  longest  of  these  three  words:  boy  mother  girl  (II)  |t 

Then,  if  Christmas  comes  in  March,  make  a  cross  right  here (Ill)  | 

but  if  not,  pass  along  to  the  next  question,  and  tell  where  the  sun  rises 

(IV)  II  If  you  beUeve  that  Edison  discovered  America,  cross  out  what  you 
just  wrote,  (V)  |  but  if  it  was  some  one  else,  put  in  a  number  to  complete  this 
sentence:  "A  horse  has .  .  .  .feet."  (VI)  ||  Write  yes,  no  matter  whether  China 
is  in  Africa  or  not .  .  .  . ;  (VII)  ]  |  and  then  give  a  wrong  answer  to  this  questi  on : 

"How  many  days  are  there  in  the  week?" (VIII)  ||   W>ite  any  letter 

except  g  just  after  this  comma,.  .  .  .  (IX)  1|  and  then  UTite  no  if  2  times  5  are 

10 (X)  1 1   Now,  if  Tuesday  comes  after  Monday,  make  two  crosses 

here ;  (XI)  |  but  if  not,  make  a  circle  here or  else  a  square 

here (XII)  ||  Be  sure  to  make  three  crosses  between  these  two  names 

of  boys:  George Henry.  (XIII)  ||  Notice  these  two  numbers:  3,  5.     If 

iron  is  heavier  than  water,  write  the  larger  number  here ,(XIV)  |  but 

if  iron  is  hghter  -RTite  the  smaller  number  here (XV)  \  \  Show  by  a  cross 

when   the   nights   are   longer:   in   summer? in   winter? (XVI)  || 

Give  the  correct  answer  to  this  question:  "Does  water  run  uphill?" 

(XVII)  II  and  repeat  your  answer  here (XVIII)  ||  Do  nothing  here 

(5+7  =   ),   imless  you   skipped  the  preceding  question  (XIX);  |1 

but  vvTite  the  first  letter  of  your  first  name  and  the  last  letter  of  your  last 
name  at  the  ends  of  this  line:  (XX)  || 


188 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


TABLE  57. 

Easy-Directions  Test,  Distribution  of  Time  Scores  for  College  Maids, 

Total  122,  Lab.  Group,  Bedford  88-60  and  Sub-Groups, 

AND  Colored  Group. 


Below- 

Time 

College 

Tota.1   1 22 

Lab. 

Bedford 

Grade 

Grade 

Colored 

in 

Maids 

Group 

88 

-6  J 

Group 

Group 

Group 

Sec. 

Per 

Per 

Per 

Per 

Per 

Per 

Per 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent 

No. 

Cent 

No.   Cent. 

No. 

Cent. 

90  or  less 

5 

25 

17 

13.9 

8 

12.9 

9 

15.0 

9 

21.4 

0       0.0 

1 

4. 

91-120 

7 

35 

24 

19.7 

11 

17.7 

13 

21.7 

13 

30.9 

0      0.0 

0 

0. 

121-150 

2 

10 

28 

22.9 

15 

24.2 

13 

21.7 

9 

21.4 

4     22.2 

5 

20. 

151-180 

2 

10 

10 

8.2 

6 

9.7 

4 

6.7 

4 

9.5 

0      0.0 

2 

8. 

181-210 

1 

5 

10 

8.2 

6 

9.7 

4 

6.7 

3 

7.1 

1       5.6 

2 

8. 

211-240 

1 

5 

8 

6.6 

6 

9.7 

2 

3.3 

0 

0.0 

2     11.1 

3 

12. 

241-270 

1 

5 

6 

5.0 

3 

4.8 

3 

5.0 

3 

7.1 

0      0.0 

0 

0. 

271-300 

1 

5 

1 

0.8 

0 

0.0 

1 

1.6 

0 

0.0 

1       5.6 

0 

0. 

301-330 

0 

0 

2 

1.6 

1 

1.6 

1 

1.6 

0 

0.0 

1       5.6 

1 

4. 

331-360 

0 

0 

3 

2.5 

0 

0.0 

3 

5.0 

1 

2.4 

2     11.1 

8 

32.. 

Failure 

0 

0 

13 

10.6 

6 

9.7 

7 

11.7 

0 

0.0 

7     38.9 

3 

12. 

Total 

20 

122 

62 

60 

42 

18 

25 

TESTS    CONTINUED 


189 


TABLE  58. 

Distribution  of  Index  Scores  of  College  Maids,  Bedford  88-60  and 
Sttb-Groups,  and  Colored  Group  in  Easy-Directions  Test. 


College 

Bedford 

Grade 

Below-Grade 

Colored 

Index 

Maids 

88- 

-60 

Group 

Group 

Group 

in 
Sec. 

Per 

Per 

Per 

Per 

Per 

No.          Cent. 

No. 

Cent. 

No.       Cent. 

No.       Cent. 

No.       Cent' 

-75 

4 

1 

1 

0 

0 

76-90 

1         25. 

6 

11.7 

6        16.7 

0          0. 

0           0. 

91-105 

1 

9 

9 

0 

1 

106-120 

1         10. 

5 

23.3 

5        33.3 

0          0. 

0           4. 

121-135 

4 

3 

3 

0 

0 

136-150 

3        35. 

5 

13.3 

2        11.9 

3        16.7 

3         12. 

151-165 

0 

4 

4 

0 

2 

166-180 

0          0. 

1 

8.3 

1         11.9 

0          0. 

1         12. 

181-195 

1 

3 

3 

0 

0 

196-210 

0          5. 

2 

8.3 

1          9.6 

1          5.6 

1          4. 

211-240 

1          5. 

1 

1.6 

0          0. 

1          5.6 

1          4. 

241-270 

1          5. 

2 

3.3 

1          2.4 

1          5.6  1 

2          8. 

271-300 

0          0. 

1 

1.6 

1          2.4 

0          0. 

2          8. 

300  plus 

3         15. 

10 

16.6 

5        11.9 

5        27.8 

9        36. 

Failure 

0          0. 

7 

11.7 

0          0. 

7        38.9 

3        12. 

Total 

20 

60 

42 

18 

25 

190 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


TABLE  59. 

Distribution  of  Accuracy  Scores  for  College  Maids,  Total  122,  Lab. 

Group,  Bedford  88-60  and  Sub-Groups,  and  for   Colored  Group 

In  Easy-Directions  Test. 


P6r 

College 

Total 

Lab. 

Bedford 

Grade 

Below- 
Grade 
Group 

Colored 

Cent. 

Maids 

122 

Group 

88 

-60 

Group 

Group 

Cor- 
rect 

1 

Per 

Per 

Per 

Per 

Per 

Per 

Per 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

100. 

4 

16 

7 

9 

8 

1 

0 

97.5 

2 

4 

2 

2 

1 

1 

1 

95. 

2 

40. 

25 

36.913 

35.5,12 

38.311 

47.6 

1 

16.7 

4 

20. 

92.5 

0 

7 

3 

4 

4 

0 

2 

90. 

5 

25. 

15 

18.0 

8 

17.7    7 

18.3;  7 

26.2 

0 

0.0 

1 

12. 

87.5 

0 

3 

0 

1  3 

1   1 

2 

3 

85. 

1 

5. 

4 

5.7 

3 

4.8    1 

6.6    1 

4.8 

0 

11.2 

2 

20. 

82.5 

0 

5 

5 

0 

'  0 

0 

0 

80. 

1 

5. 

6 

9.0   4 

14.6    2 

3.3   0 

0.0 

2 

11.2    1 

4. 

77.5 

1 

4 

i  2 

2 

1  1 

1 

1 

75. 

2 

15. 

3 

5.7    2 

6.4    1 

4.9    1 

4.8 

0 

5.6 

1 

8. 

72.5 

0 

1 

0 

1 

'  1 

0 

1 

70. 

0 

0. 

2 

2.5|  1 

1.6    1 

3.3,  1 

4.8 

0 

0.0    2 

12. 

67.5 

0 

3 

1  1 

1  2 

1 

1 

1 

65. 

2 

10. 

0 

2.5    0 

1.6   0 

3.3    0 

2.4 

0 

5.6   0 

4. 

62.5 

0 

1 

1 

0 

0 

0 

1  2 

60. 

0 

0. 

2 

2.5|  1 

3.2    1 

1.7    0 

0.0 

1 

5.6l  0 

8. 

57.5 

0 

0 

0 

:  0 

0 

0 

0 

55. 

0 

0. 

2 

1.6    2 

3.2'  0 

0.0   0 

0.0 

0 

0.0    0 

0. 

52.5 

0 

2 

0 

2 

2 

0 

i  0 

50. 

0 

0. 

0 

1.6    0 

0.0 

0 

3.3    0 

4.8 

0 

0.0    0 

0. 

47.5 

0 

3 

1 

2 

1 

1 

0 

45. 

0 

0 

0 

0 

0 

0 

0 

42.5 

0 

0 

0 

0 

i  0 

0 

0 

40. 

0 

0 

0 

0 

0 

0 

0 

37.5 

0 

0 

0 

0 

1  0 

0 

0 

35. 

0 

0. 

1 

3.3    0 

1.6    1 

4.9    1 

4.8 

0 

5.6 

0 

0. 

Failure 

0 

0. 

13 

10.6    6 

9.7    7 

11.7    0 

0.0 

7 

38.9 

3 

12. 

Total 

20 

122 

62 

60 

42 

18 

25 

TESTS    CONTINUED  191 

The  instructions  for  the  harder  test  were:  "This  is  another 
page  of  things  for  you  to  do.  It  is  a  little  harder  than  the 
other,  so  watch  carefully  and  no  matter  what  it  tells  you  to 
do,  do  it  as  well  and  as  quickly  as  you  can.  As  before,  take 
all  the  time  you  need  to  get  it  right,  but  don't  take  a  second 
longer  than  3' ou  need,  for  I  want  to  see  how  quickly  you  can 
work.     Ready, — go!" 

With  respect  to  the  matter  of  scoring,  the  passage  was  divided 
as  nearly  as  possible  into  twenty  equal  parts,  which  are  indi- 
cated by  the  bars  in  the  copy  above.  Of  these  twenty  I,  II, 
VII,  IX,  X,  XIII,  XVI,  XVII,  XVIII,  and  XX,  are  simple 
unqualified  directions  but  little,  if  any,  more  complicated  than 
those  of  the  easy  directions  test.  To  this  group  of  simple 
directions  VIII  and  XIX  may  be  added  because  their  modify- 
ing clauses  can  so  easily  be  disregarded  by  the  subject  without 
affecting  the  success  of  the  response.  Ill  and  IV,  V  and 
VI,  XI  and  XII,  XIV  and  XV,  on  the  other  hand,  demand  (1) 
a  choice  of  two  alternative  reactions  which  depend  upon  ability 
to  appreciate  the  force  of  a  compound-complex  sentence,  and 
(2)  a  correct  choice  which  depends  upon  knowing  whether 
Christmas  comes  in  March,  whether  Edison  discovered  Amer- 
ica, whether  Tuesday  comes  after  Monday,  and  whether  iron 
is  heavier  than  water.  As  a  direction  test  per  se,  or  as  a  measure 
of  ability  to  read  complex  sentences  understandingly,  the  more 
important  of  these  two  phases  of  the  response  is  the  apprecia- 
tion that  a  choice  of  reactions  is  to  be  made;  the  less  important, 
whether  it  is  made  upon  the  correct  or  the  wrong  knowledge 
of  the  conditioning  factors.  To  illustrate:  4  College  Maids 
and  6  Reformatory  subjects  think  that  water  is  heavier  than 
iron  "because  it  holds  ships  up",  and  upon  this  basis  proceed 
to  omit  the  larger  number  from  the  first  clause,  and  to  put  the 
smaller  number  in  the  second.  If  each  half  of  these  alternate 
directions  be  independently  figured  as  a  unit  of  jj;  of  the  test, 
such  a  subject,  though  she  has  made  a  choice  of  reactions, 
receives  no  credit  for  either  half.  In  fact,  she  receives  a  lower 
score  than  one  who  missed  the  force  of  the  complex  sentence 
altogether  and  who  stupidly  left  both  parts  blank  or  who  filled 
in  both  parts,  for  marking  each  half  alone  would  give  5  per  cent. 


192  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

credit  to  either  of  the  two  latter  types  of  reaction.  It  seemed 
better  to  grade  the  two  halves  in  terms  of  each  other  as  parts 
of  the  whole  situation,  especially  as  Woodworth  and  Wells 
themselves  state  that  the  object  of  the  hard  directions  test  "is 
to  complicate  the  directions  somewhat,  by  calling  for  addi- 
tional and  alternative  responses,  etc."  By  the  latter  system  if 
the  subject  proceeds  on  the  basis  that  Christmas  does  not 
come  in  March,  that  Edison  did  not  discover  America,  that 
Tuesday  comes  after  Monday,  or  that  iron  is  heavier  than 
water,  and  makes  her  choice  of  reaction  accordingly,  she  is 
given  full  credit  for  the  two  parts,  or  a  total  of  10  per  cent. 
If,  on  the  other  hand,  her  choice  of  reaction  is  made  as  though 
Edison  discovered  America,  or  Tuesday  comes  before  Monday, 
etc.,  she  is  given  5  per  cent.,  because  a  choice  of  reaction  is 
made,  while  the  other  5  per  cent,  is  withheld  because  it  has 
been  wrongly  made.  If,  however,  she  fills  in  both  parts  or 
leaves  both  blank,  no  credit  is  given  either  half. 

Another  ambiguity  encountered  in  marking  the  test  and  not 
so  easily  disposed  of,  is  the  difficulty  of  determining  how  much 
the  success  of  stupid  subjects  who  make  an  apparent  discrim- 
ination of  reactions  is  due  to  their  ability  to  grasp  the  force  of 
the  interrelated  parts  of  the  sentence  and  how  much  it  is  merely 
the  result  of  skipping  the  more  difficult  part  of  the  direction 
and  answering  the  more  concrete  command  of  the  easier  part. 
For  instance,   "If  Christmas  comes  in    March    make   a    cross 

right  here    "   puzzles  the  stupid  girl.     Presently  she 

leaves  this  portion  unanswered  to  read  hurriedly  through  "but 
if,"  etc.     When,  however,  she  comes  to   "and  tell  where  the 

sun  rises  "  this  makes  sense  to  her  and  produces  the 

relatively  quick  response:  "The  east."  The  only  way  to 
determine  her  mental  processes  is  to  ask  the  subject  afterwards 
to  explain  her  reaction,  and  this  way  is  obviously  unsatisfac- 
tory. 

Our  aim  in  scoring  was  to  register  as  many  degrees  of  ability 
to  follow  the  more  difficult  directions  as  was  possible.  We  soon 
noted  that  some  of  the  directions,  such  as  "Make  three  crosses 
between  the  names  of  these  two  boys,"  lent  themselves  to  three 
grades  of  response,  viz.:    (1)  complete  failure,  (2)  missing  part 


TESTS    CONTINUED  193 

of  the  idea,  such  as  the  number  of  crosses  or  the  place  they  were 
to  be  put,  but  putting  the  wrong  number  in  the  right  place  or 
the  right  number  in  the  wrong  place,  (3)  completely  correct 
response.  To  register  these  differences  we  gave  0  to  the  first 
type  of  response,  2.5  per  cent,  to  the  second,  and  5  per  cent.,  or 
full  credit,  to  the  third.  Certain  ones  of  the  proposed  half- 
credits,  we  found  later,  were  so  seldom  called  for  that  they 
might  be  dropped  with  no  appreciable  difference  in  the  results. 
Others  were  so  numerous  and  their  distribution  among  the 
brighter  subjects  was  such  as  to  suggest  the  need  for  modifica- 
tion in  the  text  of  the  directions  themselves.  The  method  we 
used  is  given  in  detail  below.  The  use  of  half-credits  worked 
out  satisfactorily  (see  Table  60).  Whereas  the  least  accurate 
quarter  made  approximately  13  failures  to  1  error,  the  most 
accurate  quarter  succeeded  in  getting  almost  2  directions  half- 
right  to  every  1  totally  wrong.  Although  some  were  not  keen 
enough  to  follow  out  the  directions  with  entire  correctness, 
they  were  not  so  dull  as  those  who  totally  missed  the  point. 
Roughly  the  proportion  of  errors  to  failures  are: 

2  to  1     Best  quarter  in  total  accuracy  scores.     (23  Er.  13  Failures). 

1  to  2     2nd  best  quarter  (22  Er.— 47  Failures). 

1  to  3     3rd  quarter  (30  Er.— 90  Failures). 

1  to  13  Poorest  quarter  (16  Er.— 215  Failures). 

1  to  4     Total  Bedford  88-60  (91  Er.— 365  Failui-es). 

1  to  2     College  Maids  (33  Er.— 69  Failures). 

This  method  gave  a  higher  positive  correlation  with  rank  in 
native  ability  than   any  other  scheme   of  grading  which   we 
tried,     (r  =  +  .77,  P.E.  =  .037.) 
Method  of  Scoring: 

I.  If  a  dot  is  put  over  one  letter — 5  per  cent,  credit.  If  a  comma  or  some 
other  mark  than  a  dot  is  put  over  one  letter — 2.5  per  cent,  credit. 

II.  If  entirely  correct — -5  per  cent,  credit.  If  some  other  pimctuation 
mark  than  a  comma  is  put  after  the  longest  word,  or  if  a  comma  is  put  after 
some  other  word  than  mother — ^2.5  per  cent,  credit. 

Ill  and  IV.  If  the  first  half  is  left  blank  and  it  is  stated  that  the  sun  rises 
in  the  "east"  or  "at  the  horizon" — 5  per  cent,  to  both  III  and  IV.  If  it  states 
that  the  sun  rises  in  the  west,  south,  north  or  in  the  sky — -a  total  of  7.5  per 
cent,  credit,  {i.  e.  5  per  cent,  to  III  and  2.5  per  cent,  to  IV).  If  it  states 
when  instead  of  where  the  sun  rises,  for  instance,  "in  the  morning,"— a  total 
credit  of  5  per  cent,  to  III  and  IV  {i.  e..  5  per  cent,  to  III  and  0  to  IV).  If  the 
cross  is  put  in  the  blank  in  III  and  IV  is  left  unanswered — half-credit  since 
the  force  of  the  alternative  direction  has  been  appreciated  though  the  choice 


194  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

has  been  made  on  the  wrong  basis.  (In  cases  like  the  last  as  a  matter  of  lact 
instead  of  markmg  both  III  and  IV  2.5  per  cent,  we  marked  III  5  per  cent, 
and  IV  0  per  cent.  This  gave  a  total  of  5  per  cent,  to  the  two  parts,  but  it 
shows  such  errors  in  Table  60  in  the  "all  wrong"  column  instead  of  in  the 
"partly  WTong"  column.  It  might  have  been  better  to  have  given  the  2.5 
per  cent,  to  each  part  though  the  final  result  is  the  same.)  If  both  halves  are 
filled  in,  or  both  parts  left  unanswered — no  credit  to  either  alternate  direction, 
since  no  choice  was  made. 

V  and  VI.  If  what  was  just  written  is  not  crossed  out  and  a  number  put 
in  between  "has"  and  "feet" — 5  per  cent,  to  both  V  and  VI.  If  more  or, 
less  feet  than  four  are  attributed  to  the  horse— no  deduction.  If  the  sentence 
"The  horse  has. . .  .feet"  is  not  understood  to  be  "this  sentence"  because 
the  force  of  the  colon  is  not  understood,  and  if  in  consequence  the  number  is 
put  just  after  the  colon — -5  per  cent,  to  V  and  2.5  per  cent,  to  VI,  whether  or 
not  a  number  is  also  put  in  to  tell  how  many  feet  the  horse  has.  If  the  force 
of  the  colon  is  not  missed,  but  it  is  stated  that  the  horse  has  big  feet  or  hard 
feet  instead  of  giving  the  number  of  feet — 5  per  cent,  to  V  and  2.5  per  cent, 
to  VI.  If  "what  you  just  wrote"  is  crossed  out  and  VI  left  blank— 2.5  per 
cent,  to  both  V  and  VI,  on  the  basis  that  the  subject  comprehended  the  force 
of  the  alternative  direction  and  is  merely  mistaken  regarding  who  discovered 
America.  If  both  V  and  VI  are  left  blank  or  both  answered — no  credit  to 
alternate  directions,  since  no  choice  was  made. 

VII.  If  "yes"  is  written — -5  per  cent,  credit,  otherwise  none. 

VIII.  If  some  number  other  than  7  is  written — -5  per  cent,  credit,  otherwise 
none. 

IX.  If  a  letter  other  than  g  is  written  after  the  comma — ^5  per  cent,  credit. 
If  some  number  or  word  is  written  after  the  comma — 2.5  per  cent,  credit, 
on  the  basis  that  to  miss  only  "except  g"  is  better  than  not  to  understand  any 
of  the  direction  at  all. 

X.  If  "no"  is  written — 5  per  cent,  credit,  otherwise  none. 

XI  and  XII.  If  two  crosses  are  put  in  XI  and  neither  a  circle  nor  a  square 
in  XII — 5  per  cent,  credit  to  each  part.  If  two  straight  hues  or  checks,  or 
more  or  less  than  two  crosses,  or  "yes,"  or  "it  does"  is  written  in  XI,  and  XII 
is  left  blank — 2.5  per  cent,  credit  to  XI  and  5  per  cent,  to  XII.  If  the  choice 
is  made  as  though  Tuesday  did  not  come  after  Monday — 2.5  per  cent,  credit 
to  each  XI  and  XII.  If  both  XI  and  XII  are  left  blank  or  both  answered — 
no  credit  to  either  alternate  direction,  since  no  choice  was  made. 

XIII.  If  three  crosses  are  put  between  the  two  names — 5  per  cent,  credit. 
If  three  crosses  are  put  somewhere  other  than  between  the  two  names,  for 
instance,  x  George  x  Henry  x,  or  where  three  marks  other  than  a  cross,  or 
more  or  less  than  three  crosses,  are  put  hetioeen  the  two  names — 2.5  per  cent, 
credit,  since  these  responses  are  better  than  none  at  all  or  than  one  that  is 
absolutely  wrong. 

XIV  and  XV.  If  the  choice  is  made  on  the  basis  that  iron  is  heavier  than 
water — ^5  per  cent,  credit  to  each  XIV  and  XV.  If  the  proper  choice  is  made, 
but  the  connection  between  the  numbers  3  and  5  of  the  preceding  sentence  is 
lost  or  not  understood — 2.5  per  cent,  credit  to  XIV  and  5  per  cent,  to  XV.  As 
an  example  of  this,  sometimes  1,000,000  or  some  other  large  number  is  written 
in  XIV  or  the  word  iron  is  written  there.  If  the  choice  is  made  on  the  basis 
that  water  is  heavier  than  iron — 2.5  per  cent,  credit  to  each  XIV  and  XV. 
(As  a  matter  of  fact  one-tenth  of  the  subjects  thought  water  heavier  "because  it 
holds  ships  up.")  If  both  XIV  and  XV  are  left  blank  or  both  answered — no 
credit  to  either  alternate  direction,  since  no  choice  was  made. 

XVI.  If  a  cross  is  put  after  winter — 5  per  cent,  credit;  2.5  per  cent,  credit 
(a)  if  long  is  WTitten  after  winter,  (b)  if  long  is  WTitten  after  icinter,  and  short 


TESTS    CONTINUED  195 

after  summer,  or  vice  versa,  or  (c)  if  the  cross  is  put  after  summer.  (One- 
third  of  the  subjects  took  night  to  mean  evening.  They  said  "It  stays  light 
longer  on  summer  nights"  and  "You  can  staj'  out  later  on  summer  nights.") 
These  have  at  least  discriminated  between  summer  and  winter  and  deserve 
more  credit  than  those  who  leave  both  parts  blank  or  put  a  cross  in  each. 

XVII.  If  no  is  AATitten — 5  per  cent,  credit.  If  down  or  down  hill — 2.5  per 
cent.     If  sometimes  or  yes  in  a  pipe,  etc. — no  credit. 

XVIII.  If  the  response  is  a  hteral  repetition  of  XVII,  whether  the  latter 
was  correct  or  not — ^5  per  cent,  credit.  If  a  paraphrase  of  the  response  to 
XVII — 2.5  per  cent,  credit,  otherwise  none. 

XIX.  If  the  preceding  question  was  omitted  and  the  subject's  attention 
called  to  the  fact  by  this  direction,  if  the  former  omission  is  corrected — 5  per 
cent,  credit  whether  the  siun  is  filled  in  or  not.  If  the  preceding  question 
was  not  omitted  and  the  sum  is  not  done,  or  if  the  sum  is  done  and  the  pre- 
ceding question  was  omitted — 5  per  cent,  credit.  (This  is  an  awkward  unit 
to  grade  and  is  not  useful  for  stupid  subjects,  who  skip  it  because  they  cannot 
do  it,  quite  without  reference  to  whether  they  have,  or  have  not,  omitted  the 
preceding  question.  Some  do  it  because  "I  was  taught  to  wTite  answers  in 
school,"  again  quite  without  reference  to  the  response  to  the  preceding  ques- 
tion. The  brighter  subjects,  too,  who  have  chanced  to  skip  the  preceding 
question,  have  their  attention  called  to  the  fact  by  this  one.  If  they  go  back 
and  correct  the  omission,  they  may,  or  may  not,  fill  in  the  sum  and  have  logic 
on  their  side  in  either  case.) 

XX.  If  the  first  letter  of  the  first  name  and  the  last  letter  of  the  last  name 
are  put  at  the  ends  of  the  Une — 5  per  cent,  credit.  If  the  right  letters  are 
put  in  the  WTong  place  or  the  wrong  letters  in  the  right  place — -2.5  per  cent, 
credit. 

The  hard-directions  test  was  given  to  the  College  Maids  and, 
with  two  omissions  and  two  additional,  to  the  Lab.  Group. 
The  records  of  the  Bedford  88  in  all  probability  would  have 
been  as  like  the  latter  in  this  as  they  were  in  the  easy  directions 
test. 

Results:  The  25th,  median  and  75th  percentiles  for  accuracy 
are  85,  77.5  and  52.5  per  cent,  for  the  Reformatory  women  and 
90,  90  to  87.5  and  67.5  per  cent,  respectively  for  the  College 
Maids.  The  hard  directions  draw  a  clearer  line  of  demarca- 
tion between  the  College  Maids  and  the  offender  on  the  basis 
of  the  accuracy  with  which  the  directions  are  followed  than  did 
the  easier  list.  In  time,  the  percentiles  for  the  College  Maids 
are  155,  192  to  200,  and  256  sec,  respectively,  and  for  the 
Reformatory  women  202.8,  251.6  and  369.8  sec,  respectively. 
Only  two  of  the  College  Maids  finished  the  test  in  the  average 
time  quoted  by  Woodworth  and  Wells  for  their  subjects,  i.  e., 
107  sec.     Of  the  Reformatory  women  all  but  one  were  slower 


196  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

than  134  sec,  the  slowest  time  of  the  University  subjects. 
The  one  better  record  did  30  per  cent,  of  the  directions  incor- 
rectly. The  percentiles  for  the  indexes  are  172.2,  238.1  to  275.5 
and  309  sec.  for  the  College  Maids  and  233.8,  348.3  to  361.5 
and  639.5  sec.  for  the  Reformatory  women.  Only  20  per 
cent,  of  the  College  Maids  are  as  poor  in  index  score  as  the 
poorest  50  per  cent,  of  the  Reformatory  women  and  only  5 
per  cent,  of  them  are  as  poor  as  the  poorest  33  per  cent,  of  the 
latter. 

Although  the  Reformatory  women  are  less  accurate  and  very 
much  slower  at  the  three  percentiles  than  the  College  Maids, 
it  remains  a  fact  that  a  fair  portion  of  the  latter,  entirely  ef- 
ficient law-abiding  women,  are  themselves  not  very  alert  men- 
tally, as  judged  by  this  test.  How  much  this  mental  slowness 
has  proved  a  handicap  to  them  economically  can  be  answered 
only  after  we  have  norms  for  other  groups  of  working  women 
who  have  made  their  way  successfully  in  other  occupations 
than  as  maids  in  a  college  dormitory.  The  latter  certainly 
calls  for  less  versatility  than  is  required  to  command  high  wages 
in  a  private  household.  In  the  college  the  maid  is  called  upon 
to  do  but  one  or  two  things — iron,  wait  on  table  or  corridor 
cleaning.  The  work  is  well  systematized  and  much  less  compli- 
cated on  the  personal  side  than  is  work  in  a  private  house.  The 
girl  who  wishes  to  do  right  can  better  protect  herself  from 
temptations  than  the  factory  girl  or  the  clerk.  Be  this  as  it 
may,  the  College  Maids  have  selected  work  well  within  their 
capacity  and  are  stable  and  sensible  enough  to  keep  at  such 
work,  once  it  is  undertaken. 

The  records  in  this  test  of  60  young  women  students  of  the 
Chicago  Normal-College  are  enough  poorer  than  the  standards 
set  by  Woodworth  and  Wells'  subjects,  to  suggest  that  we  not 
take  the  low  percentiles  of  the  College  Maids  as  too  incriminat- 
ing. The  average  time  for  the  normal  students  is  118.8  sec. 
which  is  11.8  sec.  slower  than  the  university  average  and  one- 
fourth  of  them  are  slower  than  the  slowest  subject  of  Woodworth 
and  Wells.     Their  percentiles  are: 


TESTS    CONTINUED  197 


Limits 

25  ih 

Median 

75  th 

Upper 

Lower 

Per  cent,  of  Ace. 

95 

87.5 

70 

100 

40 

Time  in  Sec. 

93 

118.5 

130 

64 

207 

Index  in  Sec. 

109.1 

138.2 

179.3 

68 

321.6 

These  60  records  were  selected  at  random  from  those  of  a 
larger  number  of  students  who  had  been  tested  with  the  hard 
directions  by  Dr.  Stella  B,  Vincent.  We  have  graded  them 
according  to  our  own  method  of  scoring. 

There  is  a  marked  difference  in  the  way  these  students  and 
the  Bedford  88  went  at  the  test.  Although  the  directions  to 
both  groups  called  for  the  highest  possible  accuracy  in  the  least 
possible  time,  the  Reformatory  woman  struggled  at  any  cost 
of  time  to  get  every  direction  as  nearly  right  as  she  could,  while 
the  students  drove  ahead  sacrificing  accuracy  to  speed.  The 
same  tendency  of  the  criminal  women  to  work  deliberately 
and  slowly  toward  the  best  possible  results  and  of  the  more 
intelligent  group  to  work  quickly  with  much  less  than  their 
maximal  precision  was  evident  again  in  a  test  reported  later  in 
this  chapter — tracing  a  star  in  a  mirror.  Whereas  the  Bedford 
group  plodded  along  trying  to  trace  a  perfect  star  though  it 
took  forever,  the  college  students  who  were  tested  seemed  to 
work  on  the  principle  that  they  would  do  best  to  accomplish  a 
reasonable  degree  of  accuracy  in  the  least  possible  amount  of 
time.  These  differences  have  industrial  significance.  The 
one  group  lends  itself  happily  to  the  monotonous  work  of  a 
factory  where  practise  brings  the  time  factor  to  an  efficient 
point  and  where  the  tendency  to  make  the  product  absolutely 
without  flaw  or  variation  is  a  practical  necessity.  The  other 
group,  which  is  quite  unfit  for  such  wearisome  perfection,  is 
alone  efficient  in  a  situation  where  new  tasks  must  be  met  con- 
stantly with  reasonable  success  in  as  expeditious  a  manner  as 
possible. 

These  differences  in  method  are  equalized  to  a  large  extent 
in  the  index  score  in  terms  of  which,  therefore,  it  is  best  to 
compare  the  several  groups.  The  test  differentiates  the  Uni- 
versity students,  the  Normal  College  girls,  the  College  Maids 
and  the  Reformatory  Women  into  four  fairly  distinct  groups 
which  overlap  each  other  very  little  in  index  scores. 


198  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

The  easiest  of  these  hard  directions  are  I,  II  and  IX,  yet 
from  18  to  20  per  cent,  are  unable  to  do  even  these  correctly. 
The  relative  difficulty  of  the  20  hard  directions  may  be  estim- 
ated from  Table  60.  The  hardest  one  is  the  20th,  which  only 
19  per  cent,  of  the  best  quarter  of  the  Reformatory  women 
and  only  25  per  cent,  of  the  College  Maids  accomplish  without 
error.  We  are  of  the  opinion  that  it  would  be  better  to  re-word  ■ 
this  direction  so  as  to  make  more  emphatic  the  fact  that  the 
two  letters  are  to  be  put  one  at  either  end  of  the  straight  line  at 
the  bottom  of  the  page,  or  if  this  change  is  not  made,  to  deduct 
nothing  if  the  correct  letters  are  put  at  the  end  of  the  last  line 
of  print  or  any  place  on  the  straight  line  below.  Another 
modification  which  we  suggest,  to  obviate  the  confusion  in  the 
17th  direction  noted  above,  is  to  re-word  the  text  as  follows: 
"Show  by  a  cross  when  it  grows  dark  earliest  in  the  evening:  in 
summer or  in  winter " 

Curiously  enough,  three  of  the  simpler  directions  precipitated 
more  entirely  wrong  responses  than  did  the  more  complicated 
ones  which  required  a  choice  of  conditional  reactions.  The 
former  required  that  a  wrong  answer  be  given  to  some  such 
simple  statement  as  the  number  of  days  in  a  week.  The  poor- 
est quarter  of  the  College  Maids  and  all  but  the  best  quarter 
of  the  Reformatory  women  react  very  characteristically.  There 
are  7  days  in  a  week,  Africa  is  not  in  China,  2  x  5  are  10  and  they 
refuse  to  state  the  matter  other-^dse.  Some  are  suspicious  that 
the  question  is  a  trap,  most  are  unimaginative,  and  few  get  the 
point  or  show  the  least  sense  of  humor.  "Yes  of  course  it  says 
to  write  'no'  but  2x5  are  10  and  I  ain't  a'going  to  lie  for  no- 
body." "But  it's  just  to  see  if  you  can  do  as  you  are  told. 
Don't  you  remember  I  said  that  no  matter  how  foolish  it  seemed, 
you  were  to  do  just  what  it  said?"  To  this  the  usual  reply  is: 
"I  don't  care.  I  was  taught  that  2x5  are  10,  and  you  can't 
catch  me,"  or  "It's  silly  to  say  'yes'— China  isn't  in  Africa." 
Nearly  52  per  cent,  fail  to  see  the  point  of  VIII,  or  refuse  to 
give  a  wrong  answer  to  the  number  of  days  there  are  in  the  week. 

Of  the  alternate  reactions,  XIV  and  XV  are  the  most  difficult. 
Twenty-five  fail  to  make  any  choice  of  reaction,  6  make  a  choice 


TESTS    CONTINUED  199 

on  the  wrong  basis,  i.  e.,  that  iron  is  Hghter  than  water,  and  3 
others  make  minor  errors  in  filling  out  their  choice  of  reaction. 
To  XI  and  XII  there  are  17  total  failures  to  make  a  choice  of 
reaction;  3  choices  are  made  on  the  wrong  basis  and  there  are 

4  in  which  a  minor  error  was  made  in  filling  out  the  response. 
To  III  and  IV  there  were  15  failures  to  make  a  choice  of  reac- 
tion, 3  choices  made  on  a  wrong  basis,  and  3  other  minor  errors, 
such  as  saying  that  the  sun  rose  in  the  sky  or  in  the  west,  were 
made.  To  V  and  VI  there  were  only  11  failures  to  make  a 
choice  of  reaction  and  only  three  instances  where  the  choice  was 
made  on  the  wrong  hypothesis,  but  16  minor  errors  were  made. 
Most  of  these  errors  were  instances  where  the  force  of  the  punc- 
tuation was  lost  and  the  number  was  put  just  after  the 
colon.  This  mistake  was  made  by  only  two  of  the  College 
Maids,  both  of  whom  belonged  to  the  poorest  quarter  with 
respect  to  their  total  accuracy  scores.  As  high  a  percentage 
of  the  normal  college  students  as  of  the  Reformatory  women 
fail  to  carry  out  correctly  these  alternate  directions.  The 
latter,  of  course,  fail  not  because  they  cannot  understand  but 
because  they  work  for  speed  and  give  insufficient  time  for  clear 
understanding.  The  single  directions  they  Avere  able  to  carry 
out  at  a  rapid  rate  with  only  a  mistake  now  and  then.  To  the 
question  as  to  whether  the  nights  were  longer  in  summer  or 
winter,  14  or  nearly  one-fourth  of  them  wrote  "summer."  Dr. 
Vincent  questioned  them  and  found  that  they,  too,  took  "night" 
as  synonj^mous  with  "evening."  This  tends  to  confirm  the  sup- 
position that  the  difficulty  of  this  direction  lies  in  the  text. 
None  of  this  normal  group  was  disturbed  by  the  request  to  give 
a  wrong  answer  to  the  days  of  the  week  or  to  write  no  if  2  times 

5  are  10,  or  to  write  yes  no  matter  whether  China  is  in  Africa 
or  not.  To  take  exception  to  these  or  regard  them  with  sus- 
picion seems  peculiar  to  the  less  intelligent  groups. 

The  correlation  +  .77  between  rank  in  the  indexes  of  this 
test  and  in  native  ability  is  as  high  as  in  any  test  save  Easy 
Opposites.  The  writer  found  these  hard  directions  very  valu- 
able for  clinical  purposes. 


200 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


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TESTS    CONTINUED 


201 


Section  4. — Ability  to  Tell  Time. 

A  watch  the  size  of  a  dollar  Ingersoll  was  set  at  the  following 
hours  and  the  subject  asked  the  time: 

4.30  5.27 

11.56  3.45 

5.13  1.30 

11.40  6.57 

8.17  6.35 

11.23  9.50 

10.20  4.55 

2.15 

Results:  1.  All  the  College  Maids  were  able  to  tell  time 
promptly  and  well.  Of  the  Bedford  88,  51  per  cent,  tell  time 
accurately  and  promptly.  In  all,  58  per  cent,  of  them  can 
tell  time,  but  3.4  per  cent,  of  them  do  so  slowly  and  another  3.4 


TABLE  61. 


8th. 

7th. 

6th. 

5th. 

Grade 

Below- 

Grade 

Bedford  88 

Gr. 

Gr. 

Gr. 

Gr. 

Group 

Group 

Manner  of  Telling  Time 

Per 

Per 

Per 

No. 

No. 

No. 

No. 

No. 

Cent. 

No. 

Cent. 

No. 

Cent. 

Prompt  and  accurate 

10 

11 

10 

6 

37 

68.5 

8 

23.5 

45 

51.2 

Accurate  and  slow 

0 

0 

2 

0 

2 

3.7 

1 

2.9 

3 

3.4 

Accurate  but  careless 

0 

1 

1 

0 

2 

3.7 

1 

2.9 

3 

3.4 

Right  on  right  side,  but 

slow   on   left   side   of 

the  clock 

1 

2 

1 

1 

5 

9.3 

2 

5.9 

7 

8.0 

Right  on  right  side,  but 

can  tell  minutes  cor- 

rectly only  when  min- 

ute   hand    is    on    the 

hours  on  left  side  of 

clock,    i.  e.,    5'    past, 

10'  past,  etc. 

1 

0 

0 

1 

2 

3.7 

1 

2.9 

3 

3.4 

Can    get    the    minutes 

right   only    when   the 

minute    hand    is    on 

hours. 

1 

1 

0 

1 

3 

5.6 

8 

23.5 

11 

12.5 

On  hours  only,  i.  e.,  one 

o'clock,    two    o'clock. 

etc. 

0 

1 

2 

0 

3 

5.6 

7 

20.6 

10 

11.4 

Cannot    tell    even    the 

hours  on  left  side  of 

clock. 

0 

0 

0 

0 

0 

0.0 

2 

5.9 

2 

2.3 

Cannot  tell  time. 

0 

0 

0 

0 

0 

0.0 

4 

11.8 

4 

4.6 

Total 

13 

16 

16 

9 

54 

34 

88 

202  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

per  cent,  are  inexact  from  carelessness.  Against  this  58  per 
cent,  of  the  Bedford  88,  65  per  cent,  of  the  Binet  200  tell 
time  satisfactorily.  The  records  for  the  latter  were  not  kept 
in  so  detailed  a  manner  as  for  the  former  and  it  is  not  possible 
to  state  how  many  were  quick  and  exact,  how  many  slow,  nor 
how  many  careless.  It  is  evident,  however,  that  upon  the 
whole  the  Bedford  88  are  again  like  the  larger  group  of  200. 

2.  Of  the  Grade  Group,  85.2  per  cent,  tell  time  satisfactorily, 
whereas  only  35  per  cent,  of  the  Below-Grade  Group  can  do  so. 
Of  the  latter  group,  11.8  per  cent,  cannot  tell  time  at  all;  5.9 
per  cent,  can  tell  time  only  on  the  right  side  of  the  clock,  20.6 
per  cent,  only  the  hours,  i.  e.,  that  it  is  ten  or  two  or  twelve 
o'clock;  23.5  per  cent,  tell  the  minutes  correctly  only  when  the 
minute  hand  is  on  the  hours,  i.  e.,  five  minutes  past,  ten  minutes 
past,  fifteen  minutes  to,  twenty  minutes  to,  etc.;  2.9  per  cent, 
can  tell  the  minutes  correctly  on  the  right  side,  but  on  the  left 
only  when  the  minute  hand  is  at  the  hours. 

The  per  cent,  at  each  mental  age  of  the  Binet  200  who  can 
tell  time  with  fair  success  is  as  follows : 


Binet  Age 

Per 

cent 
tell 

.  at 
time 

each  age  that  can 
1  satisfactorily 

6 

0 

7 

0 

8 

0 

9 

42 

10 

81 

11 

91 

These  ages  are  those  of  the  final  scoring  of  the  Binet  tests. 

Section  5. — Tests  of  the  Juvenile  Psychopathic  Institute 

OF  Chicago. 

1.  C7-0SS  Line  Tests  A  and  B  and  the  Code. 

These  tests  are  described  by  Healy^  under  the  heading  "Rep- 
resentation and  Analysis."  He  points  out  that  they  involve 
ability  to  recall  a  given  situation  in  its  entirety  and  then  abil- 
ity to  see  the  relationship  of  its  different  elements,  to  discrim- 
inate among  them  and  analyze  out  the  various  portions  sep- 
arately.    Any  tests  which,  like  these,  demand  the  isolation  of 

*  The  Individual  Delinquent,  p.  90. 


TESTS    CONTINUED  203 

significant  parts  of  a  situation  throw  into  relief  powers  of 
selective  thinking. 

The  method  of  procedure  and  the  directions  were  essen- 
tially those  indicated  in  the  Healy  Monograph.^  Cross- 
line  test  A  was  given  first.  The  model  was  drawn  for  the 
subject  and  then  the  angle  to  the  right  was  made  just  below 
and  the  subject  asked  to  state  what  number  belonged  therein. 
If  a  wrong  number  was  suggested  she  was  told,  "No,  that  isn't 
the  right  number.  Look  again  at  the  whole  figure  and  find 
out  what  number  is  in  the  part  like  this — that  goes  in  this 
direction."  As  this  last  statement  was  made,  we  traced  over 
the  isolated  angle  for  which  the  number  was  being  sought. 
Every  effort  was  made  to  explain  in  terms  of  this  angle  contain- 
ing the  "4",  without  actually  telling  the  subject  the  number 
and  without  pointing  to  the  "4"  in  the  model.  If  she  was 
unable  to  find  the  "4"  for  herself  no  other  angle  was  used  in 
explanation.^ 

After  drawing  the  model  and  illustrating  with  section  "4," 
the  directions  continued:  "Now  look  carefully  where  each  num- 
ber is  and  see  the  way  they  go  in  the  figure  for  I  am  going  to 
take  this  picture  away  and  draw  each  part  down  here  by  itself 
as  I  made  this  one  in  which  the  *'4"  goes  and  you  must  tell 
me  what  number  belongs  in  each."  The  subject  was  then 
allowed  to  study  the  model  for  15  seconds.  The  duller  ones 
were  apt  to  push  the  model  away  before  this  time  was  up  to 
state  "I  can  do  it."  These  were  asked,  "Are  you  sure  you  can 
do  it  all  right?"     If  the  reply  was  "Yes"  the  test  was  begun 

^  Healy,  William  and  Fernald,  Grace  M.,  "Tests  for  Practical  Mental  Classi- 
fication."    Psych.  Rev.  Mon.,  No.  54,  March,  1911,  pp.  28-32. 

'  As  a  matter  of  fact  in  every  such  case  the  test  was  carried  through  in  the 
hope  that  in  the  process  of  seeking  numbers  for  all  the  angles  the  test  would 
become  clear,  but  it  was  solved  by  no  subject  who  was  unable  to  find  the 
"4"  in  the  preliminary  explanation.  In  a  few  cases  correct  numbers  were 
suggested  for  some  of  the  angles  but  were  only  chance  successes  for  where 
the  same  angles  were  repeated  immediately  thereafter  in  another  order  WTong 
numbers  were  offered. 


204  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

at  once.  The  parts  of  the  figure  were  drawn  one  at  a  time  in 
the  following  order:  On  the  first  and  third  trials  2 — 3 — 1 — 4 
and  on  the  second  trial  4 — 1 — 3 — 2.  Whatever  number  was 
offered  for  each  we  set  down  in  the  angle  without  comment;  if 
a  correction  was  offered  a  line  was  drawn  through  the  first 
number  and  the  new  one  substituted.  If  the  four  parts  were 
not  correctly  numbered,  the  page  was  turned  over  and  the  sub- 
ject asked  to  draw  the  whole  design  from  memory  and  to  put 
the  numbers  in  it  as  they  had  been  in  the  model.  She  was 
given  help  in  this  reproduction,  if  necessary,  but  was  not  allowed 
to  see  the  model.  When  she  had  done  the  best  she  could,  we 
crossed  out  any  numbers  that  were  wrong  and  substituted  the 
correct  ones,  commenting  merely:  "Yours  were  not  quite 
right.  This  is  the  way  they  go.  Remember  them  this  way." 
If  she  was  not  able  to  reproduce  the  two  cross-lines,  they  were 
drawn  for  her.  Aid  was  given  only  on  the  first  reproduction. 
The  watch  was  started  as  we  drew  the  separate  angles  for  the 
first  trial  and  stopped  when  the  test  was  correctly  completed  or 
terminated  by  failure  at  the  end  of  the  third  trial  at  substituting 
the  correct  numbers  in  the  separate  angles. 

Test  B.  The  directions  here  were  essentially  the  same  as 
those  employed  in  Test  A.  The  figure  consists  of  two  parallel 
vertical  lines  cut  into  three  equal  parts  by  two  parallel  hori- 
zontal lines.  The  lines  are  all  about  1^^  inches  in  length.  The 
nine  spaces  so  formed  were  numbered  from  top  to  bottom  be- 
ginning with  the  upper  left  hand  corner  as  follows:  1,  2,  3,  left 
column,  4,  5,  6,  middle  clumn,  7,  8,  9  right  hand  column.  The 
figure  was  first  drawn  for  the  subject  and  then  the  portion  in 
which  the  "7"  belonged  was  drawn  below  in  illustration  of 
what  was  meant.  Twenty  instead  of  15  seconds  were  allowed 
for  study  of  the  figure.  The  portions  of  the  figure  were  pre- 
sented for  numbers  in  the  following  order:  5 — 1 — 6 — 7 — 4 — 9 — 
2—3—8. 

The  Code.  Cross-line  tests  A  and  B  were  given  before  the 
code,  a  fact  to  be  noted  before  comparing  our  results  with  those 
in  which  the  code  was  given  as  a  part  of  the  Binet  tests  without 
these  preliminary  tests.  First  what  was  meant  by  a  code  was 
explained.  The  idea  of  a  secret  language  always  met  with  a 
quick  and  eager  response.     The  figures  were  then  drawn  and 


TESTS    CONTINUED 


205 


lettered  for  the  subject.  (See  Figure  III.)  The  subject  then 
asked  what  letter  | contained,  and  so,  represented.  What- 
ever letter  she  suggested  was  put  in,  but  if  it  was  not  correct 
we  said:  "That  isn't  right,  look  again."  The  next  letter  sug- 
gested was  set  down  and  the  first  crossed  out  and  this  process 
continued  until  the  correct  letter  "h"  was  suggested.  Then 
she  found  the  letter  represented  by  |^  and  wrote  the  word  "war" 
with  the  code  before  her.  Finally  she  was  told  to  study  the 
code  for  a  minute  when  it  would  be  taken  away  and  she  would 
be  asked  to  write  in  the  code  a  message  which  we  would  give  to 
her.  When  the  minute  was  up,  the  message  "Come  quickly" 
was  given  her  typewritten  on  a  card  and  the  stop  watch  started. 
When  the  message  was  completed,  time  was  taken  out  while 
we  looked  through  the  result.  If  there  was  more  than  one 
error,  the  subject  was  told  that  her  message  was  not  entirely 


A 

D 

G 

B 

E 

H 

c 

F 

I 

J-. 

• 

p 

* 

K. 

• 

.  a 

C 

0 

*R 

Fig.  hi 

correct,  the  watch  was  started  again,  and  she  was  given  the 
rest  of  the  15  minutes,  which  was  the  time-limit,  for  corrections 
if  necessary.  The  time  recorded  includes  that  consumed  in 
making  corrections. 

In  Tests  A  and  B  there  are  records  for  the  first  50  of  the 
group  of  100  to  whom  the  tests  of  the  Bureau  of  Vocational 
Guidance  were  given.  Seven  of  the  12  who  were  omitted  from 
this  100  on  account  of  language  handicaps,  thereby  leaving  the 
Bedford  88,  were  among  this  first  50.  There  remain,  accord- 
ingly, 43  of  the  Bedford  88  with  records  for  these  tests.  There 
are  records  for  185  of  the  Binet  200  in  Test  A  and  for  182  of 
them  in  Test  B.  The  code  was  given  to  182  of  the  Binet  200, 
but  not  to  the  Bedford  88.  These  tests  were  not  included 
among  those  which  time  permitted  us  to  give  the  College  Maids. 

In  connection  with  another  investigation  the  cross-line  tests 
A  and  B  were  given  to  a  small  group  of  young  women  students 


206 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


in  the  Chicago  Normal  College.  Their  records  have  been 
included  here  as  a  prehminary  adult  standard.  In  testing  this 
group  we  were  aided  by  Dr.  Mabel  R.  Fernald.  The  list  of  their 
original  scores  are  as  follows: 


Cross  Line  Test  A. 

No.  of 

Subject 

Trials 

Time  in  Sec. 

1 

1  + 

7.2 

2 

8.0 

3 

8.3 

4 

8.5 

9.2 

6 

10.0 

/ 

11.0 

8 

12.0 

9 

12.4 

10 

13.0 

11 

14.0 

12 

15.0 

13 

15.4 

14 

21.6 

15 

34.1 

16 

38.8 

Cross  Line  Test  B. 

No.  of 

Subject* 

Trials 

Time  in  Sec. 

16 

1  + 

17.5 

10 

19.5 

18 

30.0 

3 

31.4 

4 

42.5 

12 

43.0 

1 

44.0 

9 

44.7 

8 

45.0 

2 

46.8 

11 

49.0 

7 

50.0 

13 

50.0 

17 

57.0 

14 

75.8 

6 

119.0 

15 

2  + 

99.0 

(1  error;  1  correction) 


(1  error;  1  correction) 


(2  errors;  2  corrections) 


*  Subject  No.  5  of  Cross  Line  Test  A  is  not  included  here  because  there  is  no 
time  record  for  this  test.  She  solved  B  on  the  first  trial.  Subjects  17  and  18 
in  Test  B  had  no  time  records  for  Test  A.    Both  solved  A  on  the  first  trial. 


TESTS    CONTINUED  207 

Results:  While  approximate!}^  one-half  the  criminal  women 
have  difficulty  with  the  substitutions  in  the  dismembered  sec- 
tions of  the  model  on  the  first  trial  in  Test  A,  and  about  two- 
thirds  in  Test  B,  few,  at  least  of  those  who  in  the  end  pass  the 
test,  have  difficulty  or  need  aid  in  the  reproduction  of  the  whole 
figure.  Clearly  the  power  of  recall  is  within  the  capacity  of 
more  of  them  than  is  the  power  to  analyze  what  they  have 
recalled.  These  tests  really  give  one  a  very  fair  indication  of 
those  w^ho  are  unable  to  think  out  effectively  such  a  simple 
situation  as  these  typify.  Healy  holds  that  Test  A  is  done  by 
nearly  all  his  normal  children  of  10  by  the  first  or  second  trial, 
Schmitt  that  90  per  cent,  of  the  3rd-grade  children  and  100  per 
cent,  of  the  5th  grade  are  able  to  accomphsh  it  on  the  first  trial. 
These  children  were  given  one  more  trial  than  our  subjects, 
but  another  trial  would  have  made  no  appreciable  difference 
in  our  results.  We  suspect  that  our  directions  were  more  ex- 
acting, that  our  subjects  were  left  a  little  more  to  their 
own  devices  in  thinking  out  the  situation  than  were  the  chil- 
dren. In  any  case,  the  test  proved  more  difficult  for  the  Re- 
formatory women  than  the  grades  they  had  succeeded  in  passing 
upon  leaving  school  would  seem  to  warrant,  in  terms  of  Schmitt's 
results.  Even  so,  however,  there  is  a  fair  correspondence 
between  our  group  and  hers.  Nearly  all  of  the  Grade  Group 
succeeded  on  the  first  or  second  trial  and  the  test  was  easy 
enough  so  that  it  was  passed  by  50  per  cent,  of  the  Below- 
Grade  Group. 

Twenty-seven  and  nine-tenths  per  cent,  of  the  Bedford  88, 
35.2  per  cent,  of  the  Binet  200,  or  about  one-third  of  the  Crim- 
inal Women,  fail  in  the  test.  In  all  the  tests  of  the  Bureau  of 
Vocational  Guidance  about  one-third  of  the  scores  of  the  Bed- 
ford 88  were  found  to  pile  up  at  the  poorest  end  of  the  curves 
that  distributed  the  records  of  the  working  children.  This 
test  seems  to  indicate  that  this  poorest  third  really  do  less  well 
than  the  child  of  ten. 

The  list  of  original  scores  indicates  that  the  degree  of  over- 
lapping of  the  Grade  Group  and  Below-Grade  Group  is  slight, 
only  12.5  per  cent,  of  the  latter  overlap  the  median  score  of 
the  former.     The  median  record  of  the  Below-Grade  Group  is 


208  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

Acc.  3+,   Time,    121    sec,    for   the    Grade    Group,    Ace.    1  +  , 
Time  16  sec. 

In  Test  B,  Schmitt  finds  that  84  per  cent,  of  the  4th  grade 
and  94  per  cent,  of  the  5th  grade  solved  this  test  on  the  first  or 
second  trial,  that  100  per  cent,  of  the  6th  grade  solved  it  on  the 
first  trial.  Only  about  one-third  of  our  Grade  Group  solved 
the  test  on  the  first  trial  and  none  of  the  Below-Grade  Group, 
all  of  whom  save  12.5  per  cent,  failed  in  the  solution.  The 
median  of  the  two  groups  is: 

Grade  Group  1  +  ,  140 . 2  sec. 

Below-Grade  Group  3  — ,  370 . 2  sec. 

Test  B,  too,  proves  more  difficult  than  for  Schmitt's  children 
of  corresponding  grades.  Healy  found,  however,  that  whereas 
96  per  cent,  of  his  cases  of  recidivists  from  11  to  15  years  who 
were  unretarded  in  school  solved  the  test,  only  59  per  cent,  of 
those  who  were  retarded  more  than  two  years  succeeded.  Prac- 
tically all  of  the  Below-Grade  Group  and  nearly  half  of  the 
Grade  Group,  or  approximately  two-thirds  of  the  Bedford  88 
were  retarded  more  than  two  years  upon  leaving  school  and  are 
more  comparable,  therefore,  to  Healy's  retarded  group,  between 
whose  records  and  ours  there  is  a  close  correspondence.  Fifty- 
one  and  two-tenths  per  cent,  of  the  Bedford  88,  48.3  per  cent, 
of  the  Binet  200  succeeded  in  solving  this  test. 

The  number  of  trials  necessary  for  solution  by  those  of  the 
various  Binet  ages  for  Tests  A  and  B  are  given  in  Tables  63  and 
65.  (These  Binet  ages  were  obtained  by  the  original  count  of 
the  Binet  tests.)  In  Test  A,  7.5  per  cent,  of  the  11-year-olds, 
22.9  per  cent,  of  the  10-year-olds,  45.5  per  cent,  of  the  9-year 
group,  69.2  per  cent,  of  the  8-year  group,  and  100  per  cent,  of 
the  7  and  6-year  groups  fail  to  pass  the  test.  In  Test  B,  17.9 
per  cent,  of  the  11-year-old  group,  38.2  per  cent,  of  the  10-year- 
old  group,  77.3  per  cent,  of  the  9-year  group,  76.9  per  cent,  of 
the  8-year  group  and  100  per  cent,  of  the  7  and  6-year-old 
groups  failed  to  solve  the  test. 

Table  62  for  Test  A  and  Table  64  for  Test  B,  include  the  per- 
centage of  the  Bedford  88-43,  the  Binet  200,  and  the  Normal 
College  girls  who  solved  the  test  on  the  first,  second  or  third 


TESTS    CONTINUED  209 

trial,  respectively,  and  who  made  errors  which  they  failed  to 
correct  and  so  only  partially  succeeded  in  the  substitutions. 
Again  it  appears  that  the  88  whom  we  have  compared  with  the 
working  girls  of  Cincinnati  are  as  typical  of  the  Reformatory 
women  as  a  much  larger  group  would  have  been. 

The  list  of  original  scores  for  Test  A  indicates  that  there  is  a 
very  close  correlation  between  time  and  number  of  trials  neces- 
sary for  solution.  The  scores  for  the  Bedford  88-43  vary  from 
8.4  to  320  sec.  The  time  for  those  who  solved  it  on  the  first 
trial  varies  from  8.4  to  26.8  sec,  for  those  who  solved  it  on  the 
second  trial  from  53.6  to  240  sec,  for  those  who  solved  it  on 
the  third  trial  from  240  to  458  sec.  Those  who  failed  to  solve 
it  vary  in  time  from  120  to  320  sec.  For  the  Binet  groups  the 
average  time,  the  A.  D.,  and  the  limits  for  the  different  Binet 
ages  are  given  in  Table  63. 

In  Test  B  the  time  varies  from  17.5  to  119  sec.  for  the  normal 
girls,  from  42  to  658.8  sec.  for  the  Bedford  88-43.  Those  who 
solved  it  on  the  first  trial  vary  from  42  to  142.2  sec,  those  who 
solved  it  on  the  second  trial  from  66  to  373  sec,  those  who 
solved  it  on  the  third  trial  from  302.4  to  632.4  sec,  and  those 
who  failed  to  solve  it  from  105  to  658.8  sec  For  the  Binet 
200  the  average  time,  the  A.  D.,  and  the  limits  for  the  various 
Binet  ages  are  given  in  Table  65. 

If  one  wishes  to  infer  from  an  individual's  relative  success  in 
solving  this  test,  what  her  relative  place  among  the  inmates  is 
in  general  intelligence  and  in  ability  to  profit  by  the  training 
of  the  Reformatory,  it  is  useful  to  add  the  time  of  solution  to 
Healy's  method  of  scoring.  Without  time  scores  the  only  basis 
for  individual  differences  is  the  number  of  trials  necessary  for 
solution,  and  all  who  solve  it  on  the  first  trial  must  have  an 
identical  rank,  and  so  for  the  second  and  third  trials.  If,  on 
the  other  hand,  the  test  is  timed,  one  can  secure  a  finer  scale 
of  individual  difference  by  ranking  those  who  solve  the  test  on 
the  first  trial  in  order  of  time,  then  those  who  solve  it  on  the 
second  trial  in  order  of  time,  etc.  Between  such  a  ranking  and 
general  mental  ability  there  is  found  to  be  a  fairly  good  positive 
correlation.  The  index  in  Test  A  is  r  =  +.58,  P.E.  =  .071; 
in  Test  B,  r  =  +.52,  P.E.  =  .078. 


210  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

The  data  for  the  code  are  given  in  Table  66.  Healy  states 
that  14-year-old  court  cases  of  "ordinary  ability"  ought  to 
write  the  message  "Come  quickly"  with,  at  most,  not  more  than 

4  errors.  Schmitt  found  that  the  6th  grade  averages  3  errors. 
Thirty-four  and  six-tenths  per  cent,  of  the  Binet  200  were  so 
dull  that  it  proved  impossible  to  explain  the  idea  of  a  code  at. 
all.  Besides  these,  36.6  per  cent,  made  more  than  1  error  qf 
which  they  failed  to  correct  all  but  one.  Of  these,  two  made 
2  errors,  five  3  errors,  two  4  errors,  and  fifty-seven  more  than 

5  errors.  Twenty-nine  and  one-tenth  per  cent,  made  not  more 
than  1  error  or,  if  more  were  made,  succeeded  in  correcting  all 
but  1  of  them.  Here  again,  as  in  the  Woolley  tests,  about  one- 
third  of  the  Criminal  Women  are  as  successful  in  the  accuracy 
of  their  solution  as  the  14-year-old  child  or  as  the  average  6th- 
grade  pupil  who  is  up  to  grade,  and  the  poorest  third  extremely 
dull.  Healy  does  not  give  Schmitt's  data  for  grades  lower  than 
the  5th,  so  we  cannot  estimate  to  what  grade  the  scores  of  the 
poorest  third  of  the  Reformatory  subjects  most  nearly  corres- 
pond. 

As  stated  above,  the  idea  of  a  secret  language  stronglj^  appeals 
to  such  a  group  as  ours.  They  work  very  hard  to  learn  to  use 
it  and  the  test  presents  an  ideal  opportunity  to  observe  how  well 
they  can  manipulate  material  thus  presented  to  them  as  a  whole, 
in  a  situation  which  requires  analysis  and  abstraction  of  the 
various  elements  when  the  material  is  no  longer  present  in 
perceptual  form.  Perhaps,  as  it  stands,  since  it  is  so  difficult 
for  the  majority,  it  does  not  pay  for  the  time  it  takes.  If  time 
for  testing  is  limited,  a  shorter  message  might  be  substituted. 
Certainly,  to  succeed  with  the  code,  is  excellent  evidence  of 
good  mental  ability. 

The  writer  has  found  Tests  A  and  B  rather  more  valuable 
as  a  basis  for  diagnosis  than  the  indexes  of  correlation  with 
general  ability  would  seem  to  indicate. 


TESTS    CONTINUED 


211 


TABLE  62. 

Number  and  Per  Cent,  of  Bedford  88-43,  Binet  185*  and  16  Normal 
— College  Girls  who  Solve  and  who  Fail  to  Solve  Cross  Line  Test  A. 


16  Normal— College 

43  of  the  Bedford  88 

185  of  the  Binet  200 

Girls 

No. 

Per  cent. 

No. 

Per  cent. 

No. 

Per  cent. 

Test  Solved 

1+  t 

22 

51.3 

95 

51.3 

14 

87.5 

2+ 

/ 

16.2 

16 

8.6 

2 

12.5 

3+ 

2 

4.5 

9 

4.9 

0 

0 

Total 

31 

72. 

120 

64.8 

16 

100 

Test  not  Solved 

3  — t 

12 

27.9 

45 

24.4 

0 

0 

Failure 

0 

0 

20 

10.8 

0 

0 

Total 

12 

27.9 

65 

35.2 

0 

0 

Grand    Total. 

43 

99.9 

185 

100 

16 

100 

*There  were  fifteen  records  which  were  either  lacking  or  ambiguous  and  so 
were  omitted  from  the  two  hundred.  Of  these,  eight  were  from  the  group 
with  the  Binet  age  of  11  years,  four  from  the  10-year-old  group,  and  three 
from  the  9-year-old  group. 

1 1  +  ,  2  -|-  ,  3  +  mean  solved  on  1st,  2nd  or  3rd  trial,  respectively.  3 — 
means  errors  on  thii-d  trial  that  were  uncorrected. 

TABLE  63. 

Binet  Age  Correlated  with  Number  of  Trials  and  Time  in  Seconds 

Required  for  Solution  of  Cross  Line  Test  A. 


Binet  Age         12  Yrs. 

11  Yrs. 

10  Yrs. 

9  Yrs. 

8  Yrs. 

7  Yrs. 

6  Yrs. 

+a 

^ 

+2 

« 

_^ 

■ts 

§ 

S 

a 

a 

a 

a 

a 

u 

s 

V 

n 

<0 

u 

to 

o 

fe 

p^ 

6 

(D 

d 

Pk 

6 

u 
CM 

6 

Oh 

Test  Solved 

1+* 

1 

100 

31 

77.5 

41 

58.6 

19 

43.2 

3 

23.1 

0 

0.0 

0 

0  0 

2+* 

5 

12.5 

7 

10.0 

4 

9.1 

0 

0.0 

0 

0.0 

0 

0,0 

3+* 

1 

2.5 

6 

8.6 

1 

2.3 

1 

7.7 

0 

0.0 

0 

0,0 

Total 

1 

100 

37 

92.5 

54 

77.1 

24 

54.5 

4 

30.8 

0 

0.0 

0 

0.0 

Not  Solved 

i 

No.  3—  * 

2 

5.0 

16 

22.9 

15 

34.1 

6 

46.1 

6 

40.0 

0 

0.0 

No.  Failures 

1 

2.5 

0 

0.0 

5 

11.4 

3 

23.1 

9 

60.0 

2  100. 

Total 

3 

7.5 

16 

22.9 

20 

45.5 

9 

69.2 

15 

100. 

2  100. 

Av.  Time 

50.3" 

104. 1" 

141.9" 

358.2" 

108.3" 

Time 

A.  D. 

55.2" 

94.5" 

83.2" 

361.2" 

52.2" 

not 

Limits 

5-420" 

6-360" 

8-320" 

25-900" 

30-185" 

given 

See  footnotes  to  Table  62. 


212 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


TABLE  64. 

Number  and  Per  Cent,  of  Bedford  88-43.  Binet  182*,  and  17  Normal- 
College  Girls  who  Solve  and  who  Fail  to  Solve  Cross  Line  Test  B. 


43  of  the  Bedford  88 

182  of  the  Binet  200 

16  Normal— College 
Girls 

No.         Per  cent. 

No. 

Per  cent. 

No. 

Per  cent. 

Test  Solved 

1+t 

14                32.6 

49 

26.9 

16 

94.1 

2+ 

5                11.6 

21 

11.5 

1 

5.9 

3+ 

3                  7.0 

18 

9.9 

0 

•  0.0 

Total 

22                51.2 

88 

48.3 

17 

100 

Test  not  Solved 

3— 

19                44.2 

52 

28.6 

0 

0.0 

Failure 

2                 4.7 

42 

23.1 

0 

0.0 

Total 

21                48.8 

94 

51.7 

0 

0.0 

*There  were  eighteen  records  which  were  either  lacking  or  ambiguous  and 
80  were  omitted  from  the  two  hundred.  Of  these,  nine  were  from  the  group 
with  the  Binet  age  of  11  years,  six  from  the  10-year-old  group,  and  three  from 
the  9-year-old  group. 

1 1  +  ,  2  +  ,  3  +  ,  mean  the  test  was  solved  on  the  1st,  2nd  or  3rd  trial, 
respectively;  3 —  means  errors  on  the  3rd  trial  which  were  uncorrected. 

TABLE  65. 

Binet  Age  Correlated  with  Number  of  Trials  and  Time  in  Seconds 
Required    for   Solution   of   Cross  Line   Test   B. 


Binet  Age 

12  Yrs. 

11  Yrs. 

10  Yrs.      9  Yrs. 

8  Yrs. 

7  Yrs. 

6  Yrs. 

4i       1 

^ 

■t^ 

4S 

+= 

+i 

^ 

a 

d 

d 

o 

a 

c 

Trial 

8 

CD 
U 

8 

<0 

o 

s 

o 

Oh 

o 

o 

^ 

ew 

o 

PM 

o 

u 
CM 

Test  Solved 

1+* 

1 

100 

25 

64.1 

20 

29.4 

3 

6.8 

0 

0 

0 

0. 

0 

0. 

2+* 

0 

0 

5 

12.8 

13 

19.1 

2 

4.6 

1 

7.7 

0 

0. 

0 

0. 

3  +  * 

0 

0 

2 

5.1 

9 

13.2 

5 

11.4 

2 

15.4 

0 

0. 

0 

0. 

Total 

1 

100 

32 

82.1 

42 

61.8 

10 

22.7 

3 

23.1 

0 

0. 

0 

0. 

Not  Solved 

3—* 

0 

0 

6 

15.4 

18 

26.5 

21 

47.7 

5 

38.5 

2 

13.3 

0 

0. 

Failure 

0 

0 

1 

2.5 

8 

11.7 

13 

29.6 

5 

38.4 

13 

86.7 

2 

100. 

Total 

0 

0 

7 

17.9 

26 

38.2 

34 

77.3 

10 

76.9 

15 

100.0 

2 

100. 

Av.  Time 

60" 

219.4" 

319.8" 

482.7" 

410.2" 

120" 

Time 

A.  D. 

0 

177.7" 

176.5" 

185.8" 

155.2" 

0 

not 

Limits 

0 

18-715" 

33.2-840 

95-900" 

230-643 

0 

given 

*  See  footnotes  to  Table  64. 


TESTS    CONTINUED 


213 


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214 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


2. 

Construction  Tests  A  and  B. 

If                                                       V 

/•                                                  X 

Fig.  IV.— Test  A. 


Fig.  V— Test  B." 


Construction  Tests  A  and  B  are  shown  in  Figures  IV  and  V, 
which  are  one-fourth  the  actual  size.  In  our  form  of  A  the 
frame  had  a  wooden  bottom  as  well  as  sides  and  a  wooden  lid 
which  was  hinged  to  the  puzzle  at  the  points  marked  "X." 
This  lid  was  shut  down  over  the  blocks  when  the  puzzle  was 
first  shown  to  the  subject.     Test  B,  like  A,  was  made  of  wood. 

These  tests  were  used  by  Healy  to  bring  out  the  capacity 
of  the  juvenile  delinquents  "to  plan  a  bit  of  work  ....  to 
see  the  possibility  and  impossibility  of  situations  before  they 
are  actually  attempted."  They  set  a  problem  in  the  solution 
of  which  one  may  (1)  think,  plan  the  procedure  in  such  wise 
as  to  make  a  minimum  of  errors,  (2)  proceed  without  thinking 
and  so  make  errors,  but  learn  by  mistakes  and  avoid  their 
repetition,  or  (3)  stumble  blindly  ahead  repeating  errors,  not 
profiting  by  experience  and  either  failing  totally  to  solve  the 


^  "The  standard  width  of  all  the  spaces  in  the  pattern  is  one  and  three- 
eighths  inches.  The  spaces  which  have  only  one  rounded  end  are  five  inches 
long  and  the  rectangle  is  two  inches  long."     Healy  and  Fernald,  Op.  cit.  p.  16. 


TESTS    CONTINUED  215 

test  or  accomplishing  it  merely  by  chance.  In  Test  B,  for 
instance,  if  an  individual  thinks,  he  can  at  least  avoid  putting 
a  circle  in  a  square  place,  or  leaving  the  moon-shaped  hole 
vacant;  if  he  can  not  think  the  puzzle  out  so  as  to  make  no 
absurd,  impossible  moves,  he  may  at  least  profit  by  his  mistakes 
and  avoid  repeating  the  more  impossible  ones.  On  the  other 
hand,  the  duller  ones  may  not  even  employ  a  trial-and-error 
method,  but  may  continue  indefinitely  putting  in  and  taking 
out  the  blocks  in  a  haphazard,  foolish  manner  without  apparent 
awareness  of  the  shape  and  the  number  of  the  holes  or  of  the 
pieces  that  are  to  fill  them. 

The  directions  for  A  were:  "I  have  here  a  little  box  in  which 
there  are  some  blocks.  I  will  put  them  out  on  the  table  and 
you  see  how  quickly  you  can  put  them  all  back  in.  All  the 
pieces  will  go  in  and  will  fit  so  there  will  be  no  little  empty 
spaces.  The  space  will  all  be  filled  up.  You  see  the  lid  fastens 
down  tightly  so  that  all  the  blocks  are  inside."  The  pieces  were 
then  tumbled  out  in  such  a  manner  that  the  subject  did  not  see 
their  arrangement  in  the  frame.  "Ready.  Go!"  The  watch 
lay  face  up  on  the  table  on  a  piece  of  felt  so  that  its  ticking 
would  not  be  distracting.  If  the  subject  said,  "I  can't  do  it," 
or  "I  don't  like  puzzles,"  or  "I  never  could  do  puzzles,"  etc., 
which  was  not  infrequently  the  case,  we  said:  "Well,  just  try 
your  very  best,  because  you  want  to  have  a  good  record  in  the 
office.  Besides  it  is  easy  and  you  may  surprise  yourself  and 
get  it  after  all." 

The  directions  for  B  were:  "This  is  a  puzzle  something  like 
the  other  one,  only  a  little  harder.  The  pieces  wdll  all  go  in 
and  leave  no  empty  spaces — not  even  little  ones  when  you  get 
them  right.  If  you  find  it's  coming  out  wrong,  you  can  take 
any  or  all  of  the  pieces  out  and  put  them  in  over  again.  Try 
to  get  them  all  in  as  quickly  as  you  can;  and  try  not  to  make 
foohsh  mistakes." 

If  at  the  end  of  10  minutes  the  pieces  were  not  all  in.  Test 
A  was  terminated  and  the  performance  credited  as  a  failure. 
Test  B  was  similarly  terminated  at  the  end  of  15  minutes.  Only, 
sometimes,  if  the  subject  was  still  absorbed  in  the  task,  she  was 
not  interrupted.     It  is  astonishing  how  long  and  uncritically 


216  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

some  of  the  more  stupid  women  will  persevere  in  a  task  completely 
beyond  their  understanding.  In  the  event  of  a  chance  solu- 
tion of  the  test  after  15  minutes  were  up,  the  record  was  still 
registered  as  failure. 

The  method  of  scoring  followed  as  nearly  as  possible  that 
indicated  in  the  Monographs  The  time  was  recorded  together 
with  (a)  the  total  number  of  moves  in  addition  to  and  not  in- 
cluding the  necessary  five,  (6)  the  number  of  moves  that  were 
impossible,  and  (c)  the  repetitions  of  impossible  moves.  Impossible 
moves  are,  according  to  Healy,  "cases  in  which  a  piece  is  left 
in  an  evidently  impossible  situation,  that  is,  where  it  leaves  a 
space  obviously  unfitted  to  any  of  the  remaining  pieces."  We 
recorded  as  an  impossible  move,  also,  attempts  to  try  to  crowd 
a  piece  into  a  space  where  there  could  be  no  doubt  but  that  it 
would  not  go,  e.  g.,  a  circle  in  a  square,  a  fairly  good  sized  piece 
in  a  crevice,  etc. 

These  tests  were  given  to  one  group  only — the  Bedford  88. 

Results:  Test  A:  The  time  scores,  exclusive  of  failures,  vary 
from  5.2  to  516.4  seconds.  (See  original  scores.)  The  25th, 
median,  and  75th  percentiles  are  18,  36  and  108  seconds,  respect- 
ively. The  number  of  errors  become  greater  and  the  type  of 
error  less  excusable  as  one  passes  from  the  quickest  to  the  slow- 
est time  score.  Repetition  of  impossible  moves  is  confined 
almost  entirely  to  the  slowest  quarter.  The  best  quarter,  as  to 
time-scores,  make  on  the  average  but  1.1  additional  moves  and 
only  .09  impossible  errors.  The  next  quickest  quarter  make  an 
average  of  3.9  additional  moves,  1.3  impossible  moves,  and  no 
repetitions  thereof.  The  third  quarter  average  9.8  additional 
moves,  5.9  impossible  moves,  and  2.1  repetitions  thereof,  while 
the  slowest  quarter  average  32.6  additional  moves,  14.3  impos- 
sible moves,  and  15.8  repetitions  thereof.     (Table  67.) 

There  are  four  failures  to  accomplish  this  test,  which  Healy 
finds  no  normal  person  over  8  or  9  years  should  fail  to  do  in  5 
minutes.  Twenty-three  Reformatory  women  took  longer  than 
2  minutes,  the  time  set  by  Healy  as  the  lower  limit  for  the 
majority  of  12-year-old  children  who  are  up  to  grade.     The 

»  Op.  cit.  pp.  14-17. 


TESTS    CONTINUED 


217 


child  of  12  solves  the  test,  also,  "without  replacing  pieces  in 
obviously  impossible  positions." «  This,  33  of  our  subjects  fail 
to  do.  Seventeen  of  the  19  women  who  were  slower  than  the 
majority''  of  the  12-year-old  children  were  actually  slower  than 
the  average  time  (2'-7")  required  by  Schmitt's  2nd  grade  chil- 
dren. 

The  percentiles  for  the  Grade  Group  and  the  Below-Grade 
Group  for  time  and  errors  are: 


Grade  Group 
Below-Grade  Group 


25th      Median 


14" 
1  er. 

23" 
7  er. 


30" 
7  er. 

89" 
16.5  er. 


75th 


81" 
18.5  er. 

117" 
57  er. 


Upper 
Limit 


5.2" 

0  er. 

7.4" 

1  er. 


Lower 

Lim.it 


600  + 

68  er.   (2  failures) 

600  + 
175  er.   (2  failures) 


TABLE  67 

Construction  Test  A 

Average  Number  and  Average  Deviation  of  Additional  Moves,  Impossible  Moves, 

and  Repetition  of  Impossible  Moves  Made  by  Each  Quarter  of  the  Bedford 

88,  Arranged  in  the  Order  of  Time  Consumed  in  Completing  the  Test. 


Range     i 
Number 

n     Total 
of  Addi- 

Addi- 
tional 
Moves 

Impos- 
sible 
Moves 

Rep. 

Imp. 

Moves 

tional  Moves,  Im- 
possible moves  and 
R.  I.  M. 

Highest 

Lowest 

1st     Quarter     in     time 
from  5.2"  to  18" 

Av. 
A.  D. 

1.13 
1.01 

.09 
.16 

0 
0 

0 

5 

2d  Quarter  in  time  from 
18"  to  36" 

Av. 
A.  D. 

3.86 
1.95 

1.27 
1.21 

0 
0 

3 

11 

3d  Quarter  in  time  from 
47"  to  108" 

Av. 
A.  D. 

9.82 
4.32 

5.91 
3.04 

2.05 
1.60 

6 

34 

4th  Quarter  in  time  from 
121 . 4"  to  four  failures 
in  600" 

Av. 
A.  D. 

32.59 
11.46 

14.32 
7.42 

15.82 
12.50 

27 

175 

*  For  these  norms,  see  The  Individual  Delinquent,  p.  107. 


218  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

Test  B:  Arranged  in  the  order  of  time  involved  in  the  solu- 
tion of  the  puzzle,  the  best  quarter  range  in  a  gradual  progressive 
series  from  18  to  60  seconds,  the  next  quarter  from  60  to  116.8 
seconds,  the  third  from  118.6  to  278.4  seconds,  and  the  poorest 
quarter,  in  a  much  less  gradual  fashion,  from  292.6  to  900  sec- 
onds and  over.  All  {ten  individuals)  who  had  not  solved  the 
'puzzle  in  9  minutes  and  13  seconds  had  still  not  solved  it  at  the 
end  of  fifteen  minutes.  A  time  limit,  therefore,  of  more  than  10 
minutes  is  unnecessary  for  a  group  such  as  this.  (See  original 
scores.) 

As  with  time  scores,  there  is  a  wide  range  of  individual  dif- 
ferences in  the  number  and  character  of  the  errors.  (Table 
68).  Those  who  solved  the  puzzle  in  60  seconds  or  less  made 
3.9  errors  on  the  average,  with  an  A.  D.  of  3.34  errors.  P.E. 
is  2.09,  and  the  variation  from  a  normal  distribution  is  due  to 
two  extreme  records  of  10  and  28  errors,  whereas  none  of  the 
others  made  over  6  errors.  The  highest  number  of  errors  made 
by  this  group  is  28;  the  mode  is  zero.  The  second  best  quarter 
in  time  of  solution  make  12.41  errors  on  the  average,  with  an 
A.D.  of  5.48  errors,  a  range  from  2  to  32  errors  and  a  mode  of 
8  to  12  errors.  The  third  quarter,  varying  in  time  from  118.6 
seconds  to  278.4  seconds,  make  an  average  of  32.95  errors,  with 
an  A.D.  of  10.99,  a  range  of  5  to  68  and  a  mode  of  34  errors. 
The  poorest  quarter  ranges  from  35  to  241  errors  (including  ten 
failures),  with  an  average  of  107.55  errors  and  an  A.D.  of  48.55 
errors.  Only  two  of  the  poorest  quarter  overlap  the  next  to 
the  poorest  quarter,  and  they  are  both  above  the  average  score 
of  the  latter.  Of  the  next  to  the  best  quarter  in  time,  all  but 
five  make  more  than  6  errors,  while  all  but  two  of  the  best 
quarter  make  less  than  6  errors. 

There  are  few  impossible  errors  or  repetitions  of  them,  in 
contrast  to  the  number  in  Test  A.  This  seems  in  part  to  be 
explained  by  the  fact  that  there  is  a  more  obvious  resemblance 
between  the  places  to  be  filled  and  the  pieces  that  go  into  them 
than  in  A.  Not  a  few  of  our  subjects  spontaneously  remarked 
that  B  was  easier  than  A  and  most  of  them  took  to  it  more 
kindly  than  to  A.  Then,  too,  A  had  served  as  so  much  pre- 
hminary  training  in  this  type  of  puzzle  situation. 


TESTS    CONTINUED  219 

With  respect  to  standards  Healy  finds  that  the  majority  of 
his  12-year-old  unretarded  children  solved  the  test  in  from  1  to 
3  minutes  and  that  it  should  be  done  normally  with,  at  most, 
26  moves.  Since  Schmitt  found  that  there  were  no  failures  as 
early  as  the  4th  grade  and  that  the  average  time  record  of  this 
grade,  130  sees.,  was  not  improved  upon  by  the  5th  or  6th  grades, 
we  are  not  surprised  to  find  35  per  cent,  of  the  Below-Grade 
Group  solving  the  test  in  this  time  or  less  and  with  26  errors 
or  less.  The  median  time  of  this  group  is  239  sees.,  their  aver- 
age not  far  from  the  same  figure.  The  median  of  the  Grade 
Group  is  89.9  sees.,  which  is  a  decided  gain.  (Table  69.)  We 
suspect  that,  had  Schmitt  obtained  records  for  the  7th  and  8th 
grade  groups,  their  average  time  would  have  been  very  appreci- 
ably quicker  than  the  average  for  the  4th,  5th  and  6th  grades. 

The  thing  in  our  results  which  calls  for  explanation  is  the 
fact  that  so  many  of  the  Grade  Group  do  less  well  than  Schmitt's 
4th  grade — 33  per  cent,  of  them  make  more  than  the  standard 
26  errors  and  31  per  cent,  are  slower  than  130  sees.  In  part, 
this  is  a  bi-product  of  the  fact  that  the  test  calls  for  more  con- 
centration of  attention  than  a  number  of  the  drug  cases  were 
able  to  command;  chiefly,  however,  it  reflects  the  unhappy  recep- 
tion accorded  puzzle-tests  by  a  fair  proportion  of  the  brighter 
women,  who  characterize  the  tests  as  "childish"  and  "silly," 
and  who  stoutly  assert  that  they  "don't  like  puzzles,"  or  dis- 
interestedly and  languidly  affirm  they  "can't  do  it."  Very  few 
of  the  women  go  at  the  solution  of  either  A  or  B  with  the  inter- 
est and  absorption  commonly  displayed  by  the  court  children. 
Some  of  the  lower  time-scores  of  the  Grade  Group  and  their 
haphazard  methods  of  work  indicated,  in  consequence,  not  so 
much  lack  of  initiative  and  ingenuity  or  of  ability  to  plan  work 
as  lack  of  foresight.  They  all  knew  that  at  some  later  time  a 
good  record  was  likely  to  benefit  them  in  the  way  of  effecting 
an  earlier  parole,  yet,  because  the  performance  of  the  test  held 
no  immediate  interest  for  them  and  because  the  solution  involved 
effort  and  thought,  they  refused  to  try. 

Any  test  which  reveals  a  subject's  unwillingness  to  work  for 
the  sake  of  future  welfare  is  valuable  in  individual  diagnosis. 
As  they  stand  these  tests  are  useful  for  this  purpose.     On  the 


220  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

other  hand,  one  must  work  disproportionately  hard  to  stimu- 
late a  derived  interest  in  the  tests  or  to  make  impelling  any 
consciousness  of  their  remote  value,  and  even  then  one  does  not 
always  succeed  in  securing  a  measure  of  a  woman's  ability  to 
plan  ahead  in  her  undertakings  or  to  profit  by  experiences.  On 
the  whole,  we  are  inclined  to  think  that  some  modification  of 
these  puzzles  which  would  make  them  intrinsically  more  inter- 
esting to  all  of  such  a  group  as  we  tested  would  lead  to  more 
valuable  data  respecting  their  methods  of  work. 

The  usefulness  of  these  construction  tests  for  thoughtful 
methods,  trial-and-error  methods  or  completely  blind  and  hap- 
hazard procedure  on  the  part  of  the  subject  should,  as  in  the 
other  tests,  be  checked  in  terms  of  the  correspondence  of  their 
results  with  some  reliable  estimation  of  the  methods  of  work 
and  the  response  to  training  which  has  characterized  the  sub- 
ject's actual  conduct  and  work  in  the  Reformatory.  When 
the  scores  of  Test  A  are  arranged  in  the  order  of  time  of  solution, 
their  correlation  with  the  ranks  accorded  the  same  individuals 
in  native  capacity  to  profit  by  institution  training  is  r  =  +  .51, 
P.E.  =  .055.  The  correlation  with  rank  in  Easy  Opposites  is 
low  (r  =  +  .34,  P.E.  =  .066).  Rank  in  Test  B  in  time,  on  the 
other  hand,  has  a  correlation  of  7-  =  +  .57,  P.E.  =  .050,  with 
estimated  rank  of  their  native  ability  and  a  correlation  of 
r  =  +  .48,  P.E.  =  .057,  with  accuracy  in  Easy  Opposites,  ar- 
ranged in  the  order  of  time.  In  Test  B  the  correlation  between 
general  ability  and  rank  on  the  basis  of  type  of  errors  is  r  =  4-.60, 
P.E.  =  .048,  and  with  accuracy  in  Opposites,  arranged  in  the 
order  of  time,  is  r  =  +  .53,  P.E. =  .53.  The  correlation,  whether 
between  native  ability  and  time  of  solution  or  type  of  error,  is 
practically  identical.'^ 

'  In  rank  on  the  basis  of  errors,  a  rank  of  one  was  accorded  to  the  individual 
with  no  impossible  moves  and  the  least  number  of  additional  moves,  through 
those  who  make  the  fewest  impossible  moves  to  those  who  make  the  most, 
through  those  who  make  the  fewest  repetitions  of  impossible  moves  to  those 
who  make  the  most.  When  any  two  scores  in  number  of  impossible  moves 
were  aUke,  the  one  with  the  fewest  number  of  additional  moves  was  given 
the  highest  rank  and  where  two  or  more  had  the  same  number  of  repetitions 
of  impossible  moves,  the  number  of  impossible  moves  determined  the  rank 
in  the  same  way. 


TESTS    CONTINUED 


221 


Test  B  is  thus  more  useful  than  Test  A.  How  much  this  is 
a  product  of  the  order  in  which  the  puzzles  were  given,  is  a 
matter  of  conjecture.  As  an  introductory  preparation  for  what 
is  expected  in  Test  B,  it  is  likely  that  Test  A  is  equally  useful. 


TABLE  68. 

CONSTKUCTION  TeST  B. 

The   Total  Number  of  Additional  Moves   {Including  Impossible  Errors 
Repetition  of  Impossible  Errors). 

Of  Bedford  88 
Best  Quarter, 
in  time  from 
18"  to  60" 

Average 
A.  D. 
P.  E. 
Mode 
Range 

Moves 
3.91 
3.34 
2.09 
0 
0-28 

Second  Quarter, 
in  time  from 
60"  to 
116.8" 

Average 
A.  D. 
P.  E. 
Mode 
Range 

12.41 
5.48 
4.5 

8  and  12* 
2-32 

Third  Quarter, 
in  time  from 
118.6"  to 
278.4" 

Average 
A.  D. 
P.  E. 

Mode 
Range 

32.95 
10.99 

9.49 
34 

5-68 

Poorest  Quarter, 
in  time  from 
292.6"  to 
900." 

Average 
A.  D. 
P.  E. 
Mode 
Range 

107.55 
48.55 
37.55 

None 
35-241 

*The  mode  is  misleading  as  the  greater  frequency  at  these  points  is  insig 
nificant.  In  only  the  first  quarter  was  there  a  real  point  of  greatest  frequency 
in  the  distribution  of  the  scores. 

TABLE  69. 

Percentiles  for  the  Various  Groups  in  Time  Consumed  in  Performing 
Construction  Test  B. 


Groups 

25th 
Percentile 

Median 

75th 
Percentile 

Upper 
Limit 

Lower 
Limit 

Below-Grade 

97.6  sec. 

239.     sec. 

506.    sec. 

18.  sec. 

900.  sec. 

16.     er. 

45 .    er. 

76.0  er. 

3.  er. 

239.  er. 

Grade  Group 

43.     sec. 

89.9  sec. 

160.6  sec. 

20.  sec. 

900.  sec. 

3.    er. 

11.     er. 

33.     er. 

0    er. 

117.  er. 

Vth  Grade 

60.    sec. 

116.8  sec. 

220. 6  sec. 

20.  sec. 

900.  sec. 

Vlth  Grade 

42.5    " 

73.2    " 

230.5    " 

30.     " 

1200.     " 

Vllth  Grade 

36.       " 

83.4    " 

122.7    " 

29.     " 

330.     " 

Vlllth  Grade 

76.4    " 

114.6    " 

160.6    " 

41.     " 

294.     " 

222  the  mentality  of  the  criminal  woman 

Section  6.     Formation  of  New  Motor  Habits. 

Tracing  Star  in  Mirror. 

As  a  measure  of  practice  effect  and  the  acquisition  of  skill, 
the  results  of  the  Mirror  Drawing  test  are  to  appear  in  a  sep- 
arate monograph  as  one  of  a  group  of  factory  and  learning 
tests  designed  to  estimate  the  industrial  efficiency  and  the 
learning  capacity  of  the  criminal  woman.  A  brief  account  of 
the  test  is  included  here  also,  because  it  has  served  better  than 
any  other  which  we  tried  out  at  Bedford  to  isolate  the  women 
who  are  incapable  of  sustained  effort  or  of  emotional  control. 

The  directions  for  the  test  were  those  of  the  first  edition  of 
Whipple's  Manual,  with  emphasis,  for  the  Reformatory  woman, 
upon  the  fact  that  the  more  precisely  and  quickly  she  was  able 
to  trace  the  red  star,  the  better  would  be  her  record  in  the  super- 
intendent's office;  that  the  better  worker  she  thus  proved  her- 
self to  be,  the  sooner  she  might  expect  to  be  paroled.  The 
College  Maids  were  informed  that  we  wanted  to  secure,  as  a 
standard  in  the  work  at  Bedford,  the  best  possible  sample  of 
the  skill  and  rapidity  with  which  law-abiding,  efficient,  self- 
supporting  girls,  like  themselves,  could  trace  the  star. 

Five  successive  stars,  as  indicated  in  the  Whipple  Manual, 
were  drawn  by  the  subject  and  the  errors  counted  as  Whipple 
indicated,  i.  e.,  each  corrective  movement,  however  slight, 
that  marked  an  effort  to  get  back  on  the  red  line  counted  as 
one  error.  The  test  was  given  to  69  Reformatory  Women,  to 
16  College  Maids  and  to  36  College  Students. ^ 

Results:  In  both  the  first  and  the  last  trial,  both  as  to  time 
and  errors,  the  three  groups  are  consistently  arranged  in  the 
same  order  with  respect  to  percentile  records,  average,  and 
limiting  scores.  The  Students  have  the  fewest  errors  and  the 
quickest  time,  the  College  Maids  are  intermediate  and  the 
Reformatory  Women  have  the  slowest  time  and  the  largest 
number  of  corrective  movements  to  their  credit  (See  Table  70). 


1  We  were  aided  in  the  testing  of  the  two  latter  groups  by  EUzabeth  The!- 
berg  and  Helen  Ciirley,  students  in  one  of  the  advanced  psychology  courses 
at  Vassar  College. 


TESTS    CONTINUED 


223 


TABLE  70. 

Percentiles,  Averages  and  Range  of  Time  Scores  in  Seconds,  Errors 
AND  Precision.     Tracing  Star  in  Mirror. 


College  Students 

College  Maids 

Total  Reformatory 
Group 

CO 

Star  I 

Star  V 

Star  I 

Star  V 

Star  I 

Star  V 

C 
O 

25th 

41.0 

17.5 

54.0 

29.5 

203.6 

80.0 

Median 

66.0 

28.7 

127.5 

44.5 

420.0 

117.2 

a 

75th 

110.0 

39.0 

161.0 

69.0 

627.0 

148.0 

Average 

82.6 

31.3 

133.6 

48.6 

473.1 

124.0 

o 
o 

Upper  Limit 

18.0 

7.0 

36.0 

21.0 

58.8 

36.0 

Lower  Limit 

252.0 

76.0 

409.0 

85.0 

2072.0 

436.0 

a 

(two  fail- 

H 

ures  in 
addition) 

25th 

30 

22 

28 

23-24 

72 

33 

Median 

43-44 

25 

54 

32-33 

163 

50 

o 

75th 

53-54 

31 

81 

43 

282 

70 

Average 

46.8 

27.3 

58.1 

34. 

204.6 

58.0 

Range  Data 

17-125 

17-54 

23-126 

17-52 

38-910 

22-437 

25th 

No 

2.1 

No 

6.6 

No 

0 

.2  2 

Median 

data 

7.5 

data 

11.5 

data 

0 

11 

75th 

14.8 

22.1 

0 

Average 

8.85 

14.5 

4.1 

CM  o 

Upper  Limit 

0 

2.6 

0 

Lower  Limit 

26.0 

29.2 

40.8 

■  Table  71  shows  a  good  correspondence  between  the  average 
time  and  errors  for  the  tracing  and  the  classification  of  the  in- 
mates made  by  the  institution  into  three  groups  depending 
upon  outlook  for  reformation.  The  three  groups  differ  more  on 
the  first  than  on  the  fifth  star.  This  does  not  mean  that  the 
rate  of  acquisition  of  skill  is  greater  for  the  poorer  group  than 
for  the  better  group,  but  rather  that  the  former  are  slower  to 
adapt  to  the  requirements  of  the  test  and  require  a  longer  time 
and  more  corrective  movements  to  reach   approximately  the 


224 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


same  degree  of  skill.  It  is  interesting  to  note,  however,  that 
even  the  less  promising  group  do  learn  in  the  end  to  trace  a 
fairly  satisfactory  star.  The  average  deviations  for  these 
groups  have  not  been  calculated.  The  limiting  records  are 
fairly  wide,  but  the  distribution  of  their  scores  is  normal  and  the 
average  is  representative  of  the  majority  in  each  group. 

TABLE  71. 

Scores  in  the  Star  Test  for  Three  Groups  op  Bedford  Reformatory 

Women. 


Institutional  Classification 

First  Star 

Fifth  Star 

Time 

Errors 

Time 

Errors 

Most  capable  and  promising. 

Women  with  illegitimate  children 
under  2  years  of  age. 

Backward  and  mentally  feeble.  Un- 
promising. 

320.9 
562.9 
610.5 

117.7 
211.3 
264.4 

105.4 
123.1 
127.2 

36.0 
45.6 
55.1 

We  were  surprised  at  first  to  note  that  while  the  College 
Students  worked  more  rapidly  and  with  fewer  corrective  move- 
ments, their  fifth  star  was  obviously  less  precisely  drawn  than 
the  fifth  star  of  over  seventy-five  per  cent,  of  the  Reformatory 
Women.  A  comparison  of  the  three  groups  on  the  basis  of 
time  and  error  alone  seemed  thus  to  neglect  one  important 
difference,  so  that  we  added  precision  as  a  third  measurement. 
Precision  was  determined  as  follows:  An  aperture  2  milli- 
meters wide  and  the  length  of  one  side  of  each  point  of  the 
star,  i.  e.,  3.4  centimeters,  was  cut  from  a  piece  of  millimeter 
paper.  This  opening  was  placed  over  each  side  of  the  six 
points  of  the  star  in  turn,  so  that  the  red  line  of  the  star  lay 
directly  through  the  middle  of  the  long  axis  of  the  aperture. 
The  number  of  millimeters  was  then  counted,  wherein  for  a 
distance  of  three  or  more  consecutive  millimeters  the  tracing 
line  made  by  the  subject  neither  crossed  the  red  line  nor  came 
within  a  range  of  one  millimeter  on  either  side  of  it,  i.  e.,  within 
the  space  uncovere'i  bj^  the  opening.  The  distances  so  obtained 
for  each  of  the  twelve  sides  of  the  star  were  then  added  together 


TESTS    CONTINUED  225 

and  expressed  in  centimeters.  These  records  are  tabulated  in 
Table  70.  By  adding  to  the  average  time  and  error  scores  of 
the  three  groups  the  proportionate  amount  of  additional  time 
and  corrective  movements  necessary  to  secure  absolute  pre- 
cision, the  records  still  leave  the  three  groups  in  the  same  order 
of  skill  as  before,  College  Students  first,  College  Maids  inter- 
mediate and  the  Reformatory  Women  last.  This  method,  how- 
ever, when  applied  to  individual  records,  gives  a  more  homo- 
geneous and  a  fairer  basis  of  comparison  than  does  time  or 
errors,  uncorrected  by  the  successfulness  of  the  resultant  tracing. 

As  pointed  out  above,  in  connection  with  the  Hard  Direc- 
tions test,  this  test  suggests  that  the  Reformatory  group  lends 
itself  better  to  monotonous  unerringly  exact  work  of  the  type 
of  factory  operations,  whereas  the  College  Girl  is  better  fitted 
for  tasks  where  a  reasonable  degree  of  success  is  demanded, 
under  conditions  where  rapid  adaptation  to  constantly  chang- 
ing problems  is  essential.  In  using  this  test  for  clinical  pur- 
poses, then,  very  painstaking  procedure  on  the  part  of  the  sub- 
ject is  not  always  the  better  sign,  if  secured  only  at  decided  cost 
of  time  and  errors.  Especially  is  this  true  if  one  is  looking  for 
higher  types  of  adaptation  and  skill,  where  a  reasonable  degree 
of  accomplishment  in  a  minimum  of  time  is  for  most  purposes 
more  useful  than  more  prolonged  struggle  for  some  higher  de- 
gree of  perfection. 

As  noted  above,  this  test  isolates  better  than  any  we  have 
tried  at  Bedford  those  who  are  incapable  of  sustained  effort 
under  difficulties.  It  isolates,  of  course,  the  extremely  low- 
grade  feeble-minded,  who,  no  matter  how  hard  they  try,  can- 
not succeed  in  tracing  a  precise  star.  The  epileptics  have  a 
characteristically  bad  time  and  their  stars  are  all  knotted  up 
with  "blind  spots"  where  they  are  caught  and  held  indefinitely. 
There  were  not  enough  of  this  type  to  generalize  in  this  respect, 
but  it  was  unquestionably  true  of  all  whom  we  tested.  Chiefly, 
however,  is  the  test  of  interest  in  the  case  of  those  who  are 
clever  enough  but  too  unstable  to  trace  the  star  well.  These 
are  invariably  the  girls  who  are  difficult  to  manage  in  the  insti- 
tution. The  tracing  goes  well  enough  until  suddenly,  at  a 
hard  point,  the  pencil  starts,  and  persists  upon  going,  in  the 


226  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

wrong  direction.  The  subject  then  tugs  and  pulls,  grows  more 
and  more  irritated,  disturbed  and  excited,  makes  big  black 
circles  and  unprofitable  markings,  soon  loses  all  control  of  her- 
self and  finally  throws  down  the  pencil  and  gives  up.  When 
calmed,  praised  and  urged,  she  will  continue  and,  in  the  end, 
usually  draws  a  fairly  good  fifth  star.  No  other  test  has  so 
uniformly  and  conspicuously  precipitated  this  state  of  instabil- 
ity on  the  part  of  the  more  excitable  inmates,  who  work  well 
as  long  as  they  meet  with  easy  success,  but  who  have  not  reserve 
force  or  stability  in  the  face  of  a  difficult  situation  which  demands 
of  them  patience  and  perseverance.  Their  behavior  in  tracing 
these  stars  is  surprisingly  typical  of  their  behavior  in  the  insti- 
tution where,  when  discipline,  or  the  duties  for  which  they  are 
responsible,  become  the  least  pressing  or  demanding,  they  lose 
all  control  of  themselves.  Some  such  test  as  this  is  very  essen- 
tial in  a  clearing  house  which  is  to  advise  with  reference  to 
the  wisest  disposal  and  the  treatment  of  court  cases.  Tests 
like  Easy  Opposites,  Cancellation  of  Letters,  etc.,  are  for  the 
most  part  too  easy  for  this  unstable  type  (who  are  frequently 
not  dull),  and  thus  fail  to  bring  out  the  instability. 

Other  things  being  equal,  had  every  member  of  each  group 
tried  equally  hard  to  be  exact  and  to  work  with  all  possible 
speed,  those  with  most  skill  would  have  attained  a  given  degree 
of  precision  presumably  in  less  time,  surely  with  less  need  for 
corrective  movements,  than  the  less  skillful.  If  a  rank  of  1  was 
given  in  each  case  to  the  subject  who  had  greatest  precision, 
the  quickest  time  and  the  fewest  errors,  one  might  expect 
a  positive  correlation  between  time,  errors  and  precision.  If, 
on  the  other  hand,  some  tried  and  others  were  careless  and 
hurried,  those  who  were  most  precise  would  require  the  long- 
est time  and  there  would  be  a  negative  correlation.  The  lat- 
ter is  more  largely  true  of  the  Student  group,  of  whom  two- 
thirds  of  those  who  constitute  the  quickest  50  per  cent,  were 
the  least  precise  and  for  whom  there  is  a  negative  correlation 
of  — ,50  between  time  and  precision.  Apparently,  the  other 
third  tried  to  work  slowly  enough  to  trace  an  accurate  star.  The 
Reformatory  Group,  consisting  as  it  does  of  some  proportion 
of   epileptics,    low-grade   feeble-minded   and   unstable   Individ- 


TESTS    CONTINUED 


227 


uals,  is  also  unhomogeneous  in  its  method  of  attack  and  suc- 
cesses. There  is,  however,  a  positive  correlation  of  +.57  be- 
tween errors  and  precision  for  those  who  were  bright  enough 
to  complete  at  least  the  5th  B  Grade  upon  leaving  school.  The 
correlations  calculated  are  given  in  Table  72.  That  between 
time  and  errors  is  plus  for  all  groups. 


TABLE  72. 
Correlations  for  5th  Star.*  Tracing  Star  in  Mirror. 


Time  and 

Time  and 

Errors  and 

Groups 

Errors 

Precision 

Precision 

Bedford  subjects  who  had 
completed  at  least  5B 
upon  leaving  school. 

Bedford  subjects  who  had 
completed  less  than  5B 
upon  leaving  school. 

r  equals  +.52 
RE.  "       .10 

r  equals  +.81 
P.E.  "        .07 

r  equals  +.18 
P.E.  "        .14 

r  equals  — .  10 
P.E.  "        .19 

r  equals  +.57 
P.E.  "        .10 

r  equals  +.10 
RE.  "        .19 

Total  Reformatory  Group. 

r  equals  +.61 
P.E.  "        .05 

r  equals  +.06 
RE.  "        .09 

r  equals  +.41 
P.E.  "        .07 

College  Students 

r  equals  +.63 
P.E.  "       .07 

r  equals  — .50 
P.E.  "        .09 

r  equals  — .24 
P.E.  "        .11 

College  Maids 

r  equals  +.87 
RE.  "       .04 

r  equals — .11 
RE.  "        .18 

r  equals  — .28 
P.E.  "        .16 

I-east  time,  fewest  errors,  most  precise  tracing,  each  given  rank  of  1. 


CHAPTER  V. 

Social,  Industrial  and  Physical  Records 

School,  home  and  industrial  histories  of  the  Bedford  88  and 
the  College  Maids,  so  far  as  the  facts  are  available,  are  sum- 
marized in  Tables  73  to  76.  The  medical  records  are  tabulated 
in  Chart  A.  These  data  have  been  so  arranged  that  they  may 
be  easily  compared  with  the  statistics  being  formulated  for  the 
Standard  Group  of  Cincinnati  working  girls  by  the  Bureau  of 
Vocational  Guidance.  To  this  end  the  records  begin  with  the 
age  at  which  the  Reformatory  women  and  the  College  Maids 
leave  school  and  the  tables  outline  the  histories  of  the  Below- 
Grade  Group  and  each  grade  of  the  Grade  Group  separately. 
These  tables  and  Chart  A  are  to  be  found  in  the  appendix. 
The  data  there  presented  are  as  follows: 

TABLE  73. 

(1)  Age  at  leaving  school. 

(2)  Alleged  reason  for  leaving. 

(3)  Age  when  first  went  to  work. 

(4)  Number  of  jobs  held  during  the  first  three  years. 

(5)  Total  number  of  weeks  of  work  record. 

(6)  Average  wage  per  week. 

(7)  Amount  of  wage  given  to  parent. 

(8)  The  reason  for  leaving  each  job. 

TABLE  74. 

(1)  Age  at  reception. 

(2)  Offense  for  which  committed. 

(3)  Previous  criminal  institution  records. 

(4)  Previous  non-criminal  institution  records. 

TABLE  75. 

(1)  Father's  occupation. 

(2)  Mother's  occupation. 

(3)  Inmate's  age  when  father  or  mother  died. 

(4)  Inmate's  age  when  father  or  mother  remarried. 

(5)  Number  of  brothers  and  sisters. 

228 


SOCIAL,    INDUSTRIAL    AND    PHYSICAL    RECORDS  229 

TABLE  76. 

(1)  Nationality. 

(2)  Number  of  years  in  America. 

(3)  Married  or  single. 

(4)  Number  of  legitimate  and  illegitimate  children. 

(5)  Religion. 

CHARTS  A  AND  B. 
Medical  record. 

In  Table  77  may  be  found  the  distribution,  among  the  various 
grades  which  were  completed  upon  leaving  school,  of  (1)  The 
Bedford  88,  (2)  the  College  Maids,  (3)  the  combined  group  of 
public  and  Catholic  school  working  girls  who  were  tested  at 
fourteen,  (4)  those  who  were  retested  at  the  end  of  the  first 
year  of  industrial  experience,  (5)  the  girls  who  left  the  public 
school  at  14,  and  (6)  those  of  the  latter  who  were  retested  a 
year  later. 

Each  percentile  record  of  the  grade  from  which  the  Bedford  88 
left  school  registers  them  one  or  more  grades  behind  the  College 
Maids.  Only  10  per  cent,  of  the  College  Maids,  while  38.6  per 
cent,  of  the  Reformatory  women  failed  to  complete  5B,  the 
minimum  amount  of  schooling  required  by  law  of  the  children 
of  Cincinnati  before  they  were  permitted  to  secure  working 
papers.  Of  the  C.14  children,  who  went  to  work  at  fourteen 
from  the  public  school,  41  per  cent,  have  completed  the  7th  or 
the  8th  grade,  i.  e.,  are  unretarded.  Of  those  who  are  still  at 
work  a  year  later  and  are  available  for  re-testing  39  per  cent, 
were  unretarded.  Such  a  group  of  working  women  as  the 
College  Maids  prove  to  have  been  drawn  largely  from  the  ranks 
of  the  more  intelligent  group  of  children  leaving  school  since 
of  them  55  per  cent,  had  finished  either  the  7th  or  8th  grades. 
As  a  matter  of  fact,  35  per  cent,  had  completed  the  8th  grade, 
whereas  only  14  per  cent,  of  the  C.15  group  had  completed  this 
grade.  Of  the  Reformatory  group  but  33  per  cent,  were  unre- 
tarded. 

It  should  be  noted,  in  passing,  that  the  larger  proportion  of 
the  Bedford  88  left  from  some  grade  lower  than  5B,  or  from 
the  6th  and  7th  grades  than  from  the  5th  or  8th  grade.  The 
same  relation  appears  in  an  exaggerated  form  for  a  later  series 


230 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


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SOCIAL,    INDUSTRIAL   AND    PHYSICAL    RECORDS 


231 


of  200  women  who  were  sentenced  to  Bedford.  It  may  be  that 
some  explanation  for  this  will  be  forthcoming  at  the  end  of  the 
five  years'  investigation  of  the  working  girls  bj''  the  Bureau  of 
Vocational  Guidance. 

The  age  at  which  the  College  Maids  and  the  Bedford  88  left 
school  is  given  in  the  last  two  columns  of  Table  78.  The  table 
also  distributes  the  Reformatory  women  who  left  school  at  a 
given  age  among  the  grades  the}^  had  completed. 

TABLE  78. 
Age  at  Which  the  Bedford  88  and  the  College  Maids  Left  School. 


Age  at  Leaving 
School 

VIII 

VII 

VI 

V 

Below- 
Grade 
Group 

Bedford  88 

College 

Maids 

Never  went  to 

school  at  all 

8 

8 

11 

2 

2 

12 

1 

1 

1 

1 

2 

6 

13 

2 

1 

2 

8 

13 

2 

14 

6 

6 

7 

3 

11 

33 

8 

15 

1 

4 

4 

1 

1 

11 

4 

16 

3 

2 

1 

1 

1 

8 

4 

17 

2 

2 

1 

5 

1* 

18 

1* 

19 

1 

1 

Unknown 

1 

1 

Total 

13 

16 

16 

9 

34 

88 

25th  Percentile 

14 

14 

14 

13.5 

11 

14 

14 

Median 

14 

14 

14 

14 

13 

14 

15 

75th  Percentile 

16 

15 

15 

14.5 

14 

15 

16 

Average  age  at  which  maids  left  school  15.85. 
*  Both  High  School. 

Except  the  oldest  quarter  of  the  8th  grade,  who  are  older 
because  there  are  included  among  them  several  who  went  into 
the  high  school  and  business  college,  the  age  at  which  the 
Reformatory  women  left  school  is  the  same  for  the  6th,  7th 
and  8th  grades  at  the  three  percentiles.  Those  who  completed 
only  5B,  or  who  left  school  before  completing  this  grade,  are 
slightly  younger  than  the  others.  There  is  little  in  their  per- 
sonal histories,  however,  except  among  the  foreign-born  girls, 


232  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

to  indicate  that  many  of  them  were  obliged  to  leave  school  for 
any  reason  other  than  the  limitations  of  their  capacity  to  learn. 
The  presumption  is  that  the  school  work  became  difficult  for 
them  earlier  than  for  the  others.  The  median  and  75th  per- 
centile indicate  that  the  maids,  on  the  other  hand,  remained  in 
school  until  they  were  one  year  older  than  were  the  Reformatory- 
women.  They  had  also  gone  one  grade  further.  Here,  again, 
the  presumption  that  they  stayed  in  school  longer  because 
they  had  more  ability  to  learn  is  more  likely  than  that  they 
attained  a  more  advanced  grade  because  they  had  opportunity 
to  remain  longer  in  school.  Studies  in  retardation  show  that 
children  who  leave  school  early  do  so  chiefly  because  the  work 
is  beyond  them,  not  because  of  economic  necessity,  etc. 

One  of  the  most  convincing  marks  of  difference  between  the 
college  Maids  and  a  considerable  proportion  of  the  Reforma- 
tory women  is  the  contrast  between  their  respective  reasons  for 
leaving  school  (Tables  73  and  73  M).  The  maids  discuss  the 
matter  quite  simply  and  naturally.  In  three  cases  only  was 
school  actively  disliked.  Of  these,  two  left  German  Catholic 
schools  from  the  5th  and  6th  grades,  and  were  obviously  not 
the  type  who  would  enjoy  stringent  discipline.  All  of  the 
maids  left  school  because  they  were  convinced  that  they  would 
like  work  better.  None  ceased  to  be  absorbed  in  their  work 
and  but  one  regrets  that  she  did  not  stay  longer  in  school.  In 
no  case  were  the  parents  eager  to  have  the  girl  leave  school.  In 
only  one  instance  was  it  really  necessary  for  her  to  do  so.  A 
few  of  the  maids  who  work  at  Vassar  do  so  to  earn  money  with 
which  to  secure  training  in  domestic  science,  or  as  preparatory 
to  entering  some  hospital  for  a  nurses'  training  course.  There 
were  two  such  among  those  whom  we  tested.  These  seldom 
remain  at  Vassar  longer  than  two  or  three  years,  and  every- 
thing points  to  the  fact  that  they  are  brighter  and  more  efficient 
than  the  average  maid.  Not  only  are  they  more  ambitious, 
but  they  have  more  initiative  and  greater  ability  than  the  others. 
It  is  probable  that  the  cleverer  and  more  able  ones  of  the  work- 
ing children,  too,  will  not  be  found  in  domestic  positions  five 
years  from  the  time  they  leave  school.  The  maids  who  are 
content  to  continue  on  at  the  college  are  energetic,  stable  women 


SOCIAL,    INDUSTRIAL      ND    PHYSICAL    RECORDS  233 

of  good  judgment  who  have  found  the  type  of  work  which  they 
can  do  well  and  which  thej'  enjoy.  It  is  not  surprising  that 
they  do  not  greatly  surpass  the  median  records  of  the  C.15  in 
the  mental  tests.  If  they  did,  they,  too,  would  have  sought 
occupations  where  larger  intelligence  is  rewarded,  such  as  nurs- 
ing, housekeeper's  positions,  hotel  management,  etc.  Their 
reasons  for  leaving  school  may  be  summarized  as  follows: 

9  Liked  school  but  thought  they  would  like  work  better;  no  case  had  to 
work. 

3  Didn't  like  school;  preferred  to  work. 

1  Nervous  trouble. 

1  Had  to  support  mother  and  self  after  father's  death. 

1  Thought  she  ought  to  help  support  herself;  father  was  an  officer  in  the  army 
and  went  to  the  Philipinne  War. 

1  Thought  she  ought  to  help  support  herself  because  her  father  had  died. 

1  High  school  was  too  far  from  her  home  in  the  country  and  she  could  not 
not  afford  to  board  in  the  town. 

2  To  earn  money  to  take  hospital  training  to  become  a  nurse. 

1  A  Scotch  girl  who  says  it  is  the  custom  for  girls  of  the  class  of  society  to 
which  she  belonged  to  quit  school  at  14  and  go  to  work. 

The  reasons  given  by  the  Reformatory  women,  on  the  other 
hand,  are  such  as  these:  "because  I  hated  it,"  "because  I 
couldn't  learn,"  "because  I  quarreled  with  the  teacher,"  "be- 
cause I  got  to  running  around,"  and  one  gave  as  her  reason, 
"because  I  had  a  miscarriage  in  school."  Some  left  because 
they  were  needed  at  home  or  because  they  "wanted  to  go  to 
work,"  but  when  their  efforts  at  being  helpful  at  home  or  their 
work  histories  are  followed  up,  it  seems  that  they  failed  to  be 
responsible  there,  too,  and  liked  their  work  as  little  as  they  had 
liked  school.  The  better  type  of  foreign  girl  alone  appreciates 
the  advantage  of  being  able  to  read  and  write  at  least  fairly 
well  or  expresses  a  desire  to  be  taught.  That  the  public  school 
has  not  been  meeting  the  problem  of  the  retarded  child  is  evi- 
dent from  the  fact  instanced  below,  that  nearly  two-thirds  of 
them  are  leaving  school  at  fourteen  with  all  desire  for  education 
destroyed.  The  characteristic  dislike  of  school  on  the  part  of 
our  women  and  their  entire  lack  of  regret  that  they  know  so 
little  is  further  evidence.  Under  other  conditions,  such  as  those 
that  maintain  in  the  Reformatory  school,  for  instance,  even 


234  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

those  who  are  at  first  most  supercilious  and  most  rebellious 
about  "going  to  school"  soon  come  to  say,  "This  is  different, 
it's  sensible.  I  don't  mind  this,  you  learn  things."  The  dif- 
ference consists  chiefly  in  using  what  seem  to  them  practical 
situations  to  think  about  and  solve  and  in  teaching  them  individ- 
ually. All  are  not  expected  to  learn  a  set  amount  in  a  given 
time.  Instead,  each  is  allowed  all  the  time  she  requires  to 
comprehend  the  "lesson"  and  "learn  it,"  though  each  is  kept 
as  near  as  may  be  to  her  maximal  rate  of  development.  Their 
progress  and  interest,  even  with  somewhat  difficult  arithmetical 
problems,  is  surprising.  Special  classes  for  defectives  in  the 
public  schools  are  rapidly  being  provided.  These  are  meeting 
the  problem  of  the  dull  child  to  better  purpose  and  will  suc- 
ceed in  keeping  her  in  school  long  enough  to  develop  her  slug- 
gish resources  further  than  has  heretofore  been  possible. 
Chiefly,  however,  the  gain  will  lie  in  avoiding  the  drive  of  regu- 
lar classes  where  the  slow  child  grows  accustomed  to  never 
understanding  clearly  what  anything  is  about.  Such  a  habit 
is  in  itself  demoralizing.  In  any  case,  the  difficulty  as  it  pre- 
sents itself  at  Bedford  is  more  often  not  so  much  that  the  women 
are  unable  to  understand  what  simple  every  day  situations  de- 
mand or  to  foresee  the  consequences  of  their  actions,  as  that  they 
are  very  slow  in  appreciating  the  meaning  of  things,  and  have 
formed  a  habit  of  acting  without  stopping  to  think. 

With  respect  to  the  reasons  for  which  the  working  children  of 
Cincinnati  leave  school,  Dr.  WooUey  says:  "The  children  who 
tell  us  that  they  would  have  preferred  to  stay  in  school  are  a 
minority.  Most  of  them  are  quite  frank  in  saying  that  they 
are  quite  tired  of  school  and  anxious  to  leave  it.  The  dissatis- 
faction is  doubtless  in  part  restlessness  and  desire  for  change, 
adventure,  and  independence,  characteristic  of  the  age  of 
puberty,  but  perhaps  an  even  more  potent  factor  is  the  large 
amount  of  retardation  among  working  children.  Two-thirds  of 
the  children  leaving  our  public  schools  are  the  failures — and  like 
the  rest  of  humanity,  they  are  tired  of  doing  the  things  in 
which  they  fail.''^     "The  final  estimate  was  that  73  per  cent. 

^  "Facts  about  the  Working  Children  of  Cincinnati  and  Their  Bearing  upon 
Educational  Problems,"  Helen  T.  Woolley.  The  Elementary  School  Teacher, 
Vol.  XIV.,  Nos.  2-3,  Oct.-Nov.,  1913,  p.  135. 


SOCIAL,    INDUSTRIAL   AND    PHYSICAL    RECORDS  235 

of  the  families  did  not  need  the  child's  earnings,  while  27  per 
cent.  did. "2      These  figures  include  both  boys  and  girls. 

How  large  a  part  is  played  by  the  kind  of  home  and  the 
attitude  and  character  of  the  parents,  it  is  not  possible  to  say 
with  any  finality  from  the  data  at  hand.  The  homes  and 
parents  of  the  working  girls  who  have  reached  the  eighth  grade 
at  fourteen  appear  to  be  of  rather  a  better  type  than  those  of 
the  children  who  have  reached  only  the  fifth  grade  at  this  age. 
These  differences  will  doubtless  be  described  and  analyzed  with 
greater  exactness  by  the  Bureau  of  Vocational  Guidance.  Mean- 
time, we  quote  from  their  record  cards  certain  instances  typical 
of  the  larger  proportion  of  each  group. 

Eighth-Grade  Records. 

1.  Father  dead.  Home  comfortable  and  wholesome  and  very  attractive 
for  a  tenement.  The  mother  is  fond  of  her  children,  has  washed  for  a  living, 
and  does  her  best  for  them.  She  is  ignorant,  but  kind.  The  girl  sews  very 
well. 

2.  The  child's  own  father  divorced.  The  mother  a  real  companion  to  her 
children.  She  is  cheerful  and  the  stepfather  is  thrifty.  Both  are  ignorant, 
but  ambitious  for  the  children.  The  girl  expects  to  study  stenography  in 
the  spring. 

3.  Home  comfortable,  cheerful  and  attractive.  Thrifty  parents,  who  are 
fairly  intelMgent.  The  father  thinks  that,  since  the  girl  can't  earn  more  than 
$3  a  week,  she  would  do  better  to  stay  home  and  help  her  mother. 

4.  The  father  works  in  a  furniture  store;  the  mother  is  a  dressmaker.  They 
are  good,  thrifty  people  and  are  buying  their  own  home.  They  are  strict 
with  the  children. 

5.  The  mother  is  a  cheerful,  pleasant,  cahn  woman.  Both  parents  are 
alert  to  the  interests  of  their  children  and  the  movements  of  the  times.  They 
are  planning  and  ambitious  for  the  children.  The  child  only  worked  for  the 
summer  and  is  back  in  the  first  grade  of  the  high  school  this  fall. 

Fifth-Grade  Reords. 

1.  Badly  overcrowded  home.  Mother  very  ignorant,  but  shows  some 
sense  and  the  home  is  as  comfortable  as  conditions  will  allow.  The  father 
works  in  a  paper-house;  the  mother  at  tailoring. 

2.  The  father  deserted;  the  mother  works  irregularly.  Poor,  unattractive 
home.     The  mother  has  few  thoughts  beyond  the  struggle  for  existence. 

3.  Father  deserted;  mother  helps  in  a  restaurant.  Unattractive  home  sur- 
roundings, probably  due  to  poverty.     The  girl  has  sore  eyes. 

4.  The  mother  reports  the  girl  has  always  "lived  like  a  baby"  and  does 
not  Uke  to  work,  so  she  has  gone  to  live  with  an  aunt  in  Richmond. 

5.  The  mother  thinks  the  girl  unruly;  the  girl  found  work  unsatisfactory. 
The  mother  has  a  good  home  for  the  girl  and  is  willing  to  let  her  entertain 
her  company  there.     The  girl  prefers  to  go  elsewhere. 

6.  The  father  is  a  butcher.  The  right  atmosphere  in  the  home,  but  very 
poor  and  they  have  had  bad  control  of  the  girl.  The  girl  is  superficial  and 
unappreciative  of  the  mother. 

7.  Poor,  dilapidated  home  and  out-buildings.  Mother  hysterical,  prob- 
ably quick-tempered  and  weak.     Father  probably  feeble-minded. 

2  Ibid.  p.  135. 


236  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

8.  Father  alcoholic.  Father  and  mother  disagree  and  the  home  is  broken 
up. 

9.  Child  has  gone  away  with  a  company  of  trapeze  performers.  Lives 
in  hotels  and  the  mother  seems  well  pleased  with  these  opportunities  for  her. 

10.  Poorly  ventilated  and  not  very  homeUke. 

11.  Interior  conditions  poor.  One  daughter  "went  wrong."  Mother 
tries,  but  does  not  know  how  to  manage  and  control  her  children. 

There  are  other  records  for  this  group  in  which  the  homes  are 
comfortable  and  the  parents  intelHgent,  but  the  above  are  in 
the  majority.  There  are  some  among  them  that  read  not  unlike 
the  early  records  of  the  Reformatory  group  and  point  to  a 
beginning  of  criminal  careers.  There  are  in  both  groups  a 
number  of  instances  in  which  one  or  both  of  the  parents  have 
deserted  or  died.  This  is  a  conspicuous  factor  in  the  social  con- 
dition of  the  Reformatory  women.  The  exact  proportion  of 
such  cases  among  working  children  is  not  at  hand,  but  the  fact 
of  its  frequency  is  evident  from  even  a  cursory  reading  of  their 
records.  Here,  again,  it  is  a  matter  for  question  whether  loss 
of  the  parent  is  the  cause  of  the  child's  leaving  school  and  going 
to  work  early,  and  of  the  ultimate  unsocial  conduct  in  the  case 
of  the  Bedford  88,  or,  whether  loss  of  parent,  retardation,  mis- 
conduct, etc.,  are  not  for  the  most  part  but  manifestations  of  the 
same  thing — irresponsibility,  mental,  physical  and  social  inferi- 
ority on  the  part  of  both  parents  and  child.  The  facts  at  our  dis- 
posal and  eugenic  investigations  lead  us  to  believe  that  the 
latter  is  in  the  larger  measure  true. 

The  condensed  individual  histories  of  the  Reformatory 
women  speak  for  themselves  in  contrast  with  those  of  the 
College  Maids.  (Compare  Tables  73,  73  continued,  and  7o-M.) 
The  latter  had  been  idle  conspicuously  little;  the  former  con- 
siderably more  than  the  table  would  indicate.  Table  79  gives 
the  number  of  weeks  that  positions  were  held  by  the  working 
children,  who  left  the  8th  and  5th  grades  respectively  from  the 
public  and  Catholic  schools,  during  the  first  year  of  their  work- 
ing history.  Sixty-two  and  five-tenths  per  cent,  of  those 
leaving  the  public  school  8th  grade  and  48.7  per  cent,  of  those 
leaving  the  pubhc  school  5th  grade  were  employed  through  the 
entire  52  weeks;  66.7  per  cent,  of  the  8th  and  67.6  per  cent,  of 
the  5th  grade  public  were  emploj'ed  not  less  than  48  weeks; 
while  75  per  cent,  of  both  were  emploj'ed  for  at  least  40  weeks. 


SOCIAL,    INDUSTRIAL    AND    PHYSICAL    RECORDS 


237 


This  displays  not  a  little  stability.  Too,  it  must  not  be  over- 
looked that  a  number  of  the  children  who  secured  working 
papers  worked  only  for  the  summer  and  then  returned  to  school 
in  the  fall.  In  such  instances  a  minimal  work  record  is  far  from 
being  a  sign  of  instability. 

Almost  without  exception,  the  Maids  worked  continuously 
during  their  first  j^ear.  Although  the  long  summer  vacation 
which  is  enforced  by  the  college  would  permit  at  least  that 
much  idleness  or  wandering  about  in  quest  of  fun  and  excite- 
ment, all  but  three  of  them  engaged  positions  ahead  as  waitresses 
in  summer  resorts  in  Connecticut  and  worked  all  summer. 
Moreover,  they  go  back  summer  after  summer  to  the  same 
place.  All  who  can  stay  at  the  college  during  the  summer  do 
so — a  thing  which  thej^  would  not  be  apt  to  do  if  they  were  of  a 
restless  type  and  eager  for  change.  Some  of  the  girls,  when 
younger,  went  home  for  the. summers,  because  their  parents 
wished  them  to  do  so.  For  them,  this  is  the  more  wholesome, 
normal  thing  to  do. 

TABLE  79. 

Standard  Group.  Work  Records 


Number  of  weeks 

Cincinnati  VIII-Grade  Girls 

Cincinnati  V 

-Grade  Girls 

employed    during 

first  year  of  work- 

1 

ing  history 

Public 

Catholic 

Public 

Catholic 

No. 

Per  Cent. 

No. 

Per  Cent. 

No. 

Per  Cent. 

No. 

Per  Cent. 

52 

15 

62.50 

17 

54.83 

18 

48.65 

9 

34.61 

48-51 

1 

4.17 

6 

19.35 

7 

18.92 

5 

19.23 

44-47 

2 

5.41 

4 

15.38 

40-43 

2 

8.33 

1 

3.23 

1 

2.70 

36-39 

2 

8.33 

3 

9.67 

1 

2.70 

2 

7.69 

32-35 

1 

4.17 

1 

2.70 

28-31 

1 

4.17 

1 

3.23 

2 

5.41 

I 

3.85 

24-27 

3 

11.54 

20-23 

1 

3.23 

1 

2.70 

1 

3.85 

16-19 

1 

3.23 

1 

2.70 

12-15 

2 

8.33 

1 

3.23 

2 

5.41 

8-11 

1 

2.70 

1 

3.85 

Totals 

24 

31 

37 

26 

238  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

Of  the  Reformatory  women,  eight  have  never  worked  at  all, 
seventeen  less  than  a  3'ear,  twenty-three  less  than  two  years 
and  only  nineteen  all  of  the  first  three  years  of  their  industrial 
history.  As  stated  above,  these  figures  greatly  exaggerate  the 
time  they  really  did  work  and  give  the  group  the  benefit  of  the 
doubt.  It  is  the  Below-Grade  and  5th-Grade  Groups  that 
report  having  worked  most  continuously.  They  constitute 
eleven  of  the  nineteen  who  reported  having  worked  the  entire 
three  years  and  eleven  of  the  seventeen  who  reported  having 
worked  not  all  of  three  years,  but  more  than  two.  There  is  an 
undoubted  tendency  for  the  duller  girls  to  work  more  steadily 
— especially  the  foreign  ones,  who  are  rigorously  under  the 
domination  of  parents  who  exact  and  appropriate  their  wages. 
Then,  too,  they  are  slower  to  appreciate  ways  of  escape  from 
the  routine  of  factory  and  domestic  work.  Moreover,  they  go 
to  work  at  an  earlier  age  and  are  less  apt  to  be  exploited  for 
purposes  of  prostitution  on  account  of  their  extreme  youth. 
However,  they  have  by  no  manner  of  means  worked  as  con- 
tinuously as  they  maintain;  only  they  are  too  dull  to  remember 
the  breaks  between  jobs  or  to  estimate  the  time  they  have  been 
idle.  For  a  more  recent  series  of  two  hundred  subjects,  whose 
families  a  member  of  the  staff  has  been  able  to  visit,  the  parents 
report  more  idleness  and  a  larger  number  of  different  jobs  held. 

TABLE  80. 

Work  Record — Bedford  88. 

Number  of  weeks  employed  during  Bedford  88 

first  three  years  of  working  ^^  p^^  ^^^^ 
history. 

None  at  aU 8  9.1 

Less  than  52  weeks 17  19. 3 

52-103  weeks 23  26. 1 

104-155  weeks 17  19.3 

156  weeks 19  21.6 

Facts  imknowTi* 4  4.5 

The  number  of  positions  reported  by  the  Reformatory  women 
during  the  first  three  years  of  their  working  history  varies  also 
from  the  actual  number.     Some  have  forgotten.     Some  are  too 


*  All  too  feeble-minded  to  give  necessary  data. 


SOCIAL,    INDUSTRIAL   AND    PHYSICAL   RECORDS 


239 


feeble-minded  to  recall  the  exact  number.  The  majority  can- 
not be  incited  to  consider  the  matter  of  sufficient  importance  to 
think  hard  enough  to  recount  all  of  those  jobs  which  they  held 
for  no  longer  than  a  day  or  a  few  weeks.  "What  is  the  use?" 
or  "1  cannot  remember"  is  the  only  response  one  gets  for  a 
painstaking  explanation  of  why  all  the  jobs  should  be  accounted 
for.  Apparently,  it  actually  requires  more  concentration  and 
calculation  than  they  are  equal  to. 

TABLE  81. 
Number   Positions   Held   First   Year — -Standard    Group. 


Cincinnati  VIIl-Grade  Girls 

Cincinnati  V-Grade  Girls 

Cases 

Public 

Catholic 

Public 

Catholic 

No. 

Per  Cent. 

No. 

Per  Cent. 

No. 

Per  Cent. 

No. 

Per  Cent. 

1 

14 

58.34 

18 

58.05 

16 

43.24 

6 

23.07 

2 

5 

20.83 

10 

32.26 

8 

21.62 

8 

30.77 

3 

3 

12.50 

3 

9.68 

8 

21.62 

3 

11.54 

4 

2 

8.33 

4 

10.81 

3 

11.54 

5 

1 

2.70 

3 

11.54 

6 

2 

7.69 

7 

1 

3.85 

Totals 

24 

31 

37 

26 

TABLE.  82. 

Number  Industries  Entered  First  Year — Standard  Group. 


Cincinnati  VIII-Grade  Girls 

Cincinnati  V-Grade  Girls 

Cases 

Public 

Catholic 

Public 

Catholic 

No. 

Per  Cent. 

No. 

Per  Cent. 

No. 

Per  Cent. 

No. 

P  er  Cent. 

1 
2 
3 
4 
5 

16 
5 
3 

66.67 
20.83 
12.50 

22 
9 

70.96 
29.04 

19 

13 

4 

1 

51.35 

35.14 

10.81 

2.70 

8 
8 
7 
1 
2 

30.77 

30.77 

26.92 

3.85 

7.69 

Totals 

24 

31 

37 

26 

240 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


The  8th  grade  working  girls  are  evidently  more  stable  than 
the  5th.  A  higher  per  cent,  of  them  have  worked  the  entire 
fifty-two  weeks  of  the  year;  they  have  changed  their  jobs  less 
frequently  and  have  entered  fewer  kinds  of  industries  than  have 
the  latter.  The  persistency  with  which  the  maids  have  clung 
to  one  type  of  industry  is  still  more  marked  and  the  infrequency 
with  which  they  have  changed  their  positions  is  too  obvious  to 
need  comment.  (See  Table  73-M.)  The  fact  that  the  long 
summer  vacations  enforce  at  least  one  extra  occupation  renders 
an  enumeration  of  the  number  of  positions  held  and  the  number 
of  industries  entered  misleading.  For  this  reason  we  have  not 
tabulated  them. 

TABLE  83. 
Weekly   Wage   Earned   First  Year — Standard   Group. 


Cincinnati  VIII-Grade  Girls 

Cincinnati  V-(Jrade  Girls 

Wage 

Public 

Catliolic 

Public 

Catholic 

No. 

Per  Cent. 

No. 

Per  Cent. 

No. 

Per  Cent. 

No. 

Per  Cent. 

0-  .99  dollars 

1-1.49      " 

1 

3.23 

1.50-1.99      " 

1 

3.85 

2.00-2.49      " 

5 

20.83 

6 

19.35 

6 

16.21 

4 

15.37 

2.50-2.99      " 

11 

45.83 

7 

22.58 

15 

40.53 

8 

30.77 

3.00-3.49      " 

2 

8.33 

6. 

19.35 

10 

27.03 

8 

30.77 

3.50-3.99      " 

1 

4.17 

4 

12.91 

4 

10.81 

3 

11.54 

4.00-^.49      " 

3 

12.50 

3 

9.67 

2 

5.40 

1 

3.85 

4.50-4.99      " 

1 

4.17 

2 

6.45 

5.00-5.49      " 

1 

4.17 

1 

3.85 

5.50-5.99      " 

1 

3.23 

6.0O- 

1 

3.23 

Totals 

24 

31 

37 

26 

Averages 

3.15 

3.25 

2.94 

3.03 

Clearly,  in  the  matter  of  wages  the  Reformatory  women  were 
not  at  a  disadvantage.  It  seems  likely  that  the  sums  reported 
are  not  very  far  from  the  true  amount  received  for  the  type  of 
work   in    question.     The    factory    wages    of    the    Reformatory 


SOCIAL,    INDUSTRIAL    AND    PHYSICAL   RECORDS  241 

women  have  been  distinctly  better  than  those  of  the  Avorking 
children,  though  this  difference  may  be  equalized  in  the  end 
by  the  fact  that  living  costs  more  in  New  York  City. 

The  most  fundamental  point  of  departure  of  one  group  from 
the  other  is  in  the  matter  of  the  reasons  given  by  each  for  leav- 
ing one  job  for  another.  The  Maids  have  not  left  one  position 
without  another  in  view,  unless  it  was  unavoidable.  They 
rarel}^  changed  without  a  reason  that  would  seem  a  good  one 
to  a  sensible  person.  One  of  the  characteristic  things  about 
their  attitude  has  been  a  refusal  to  change  work,  even  for 
better  pay,  if  the  environment  of  the  new  job  was  undesirable 
or  demoralizing.  Year  after  year,  as  already  stated,  they  have 
gone  to  the  same  resorts  as  waitresses  in  the  summer.  When 
they  were  asked  why  they  did  not  go  to  southern  resorts  for  a 
change,  their  reply  was,  "We  like  Connecticut  better.  Nice 
plain  people  come  there  and  take  it  for  granted  that  you  want 
to  be  good."  It  is  not  that  they  do  not  feel  the  desire  for  ad- 
venture, but  their  judgment  tells  them  it  is  better  not  to  change 
their  positions,  go  south,  etc.,  and  they  abide  by  it.  They 
appreciate  that  socially  it  is  superficially  a  gain  to  be  a  shop- 
girl instead  of  a  maid,  "But,"  they  point  out,  "the  wages  are 
insufficient  to  live  on;  one  can  save  nothing,  the  work  is  harder, 
and  one  must  constantly  meet  demands  to  be  immoral."  They 
prefer  their  present  work  because  the  hours  are  regular,  the 
living  fair,  and  because  they  enjoy  the  community  life  and  the 
privilege  of  the  maids'  club-house.  This  is  true  at  least  of  those 
whom  we  tested  and  to  whom  we  talked,  who  represent  doubtless 
the  better  sixty  per  cent,  of  the  help  at  the  college. 

They  are  conspicuously  taller  than  our  subjects  and  carry  them- 
selves better.  They  have  their  eyes  and  teeth  cared  for.  They 
dress  quietly.  Many  of  them  can  sew  and  speak  with  pride 
of  the  dresses' they  have  made.  They  are  stable,  unaffected, 
straightforward  and  dignified.  They  have  very  fair  appreciation 
of  the  value  of  their  services  to  others  and  of  the  money  they  earn, 
and  the  majority  save  some  proportion  of  their  wages.  They 
like  their  work  in  spite  of  a  reaHzation  of  its  limitations.  They 
imitate  the  students  very  httle,  and  whereas  they  might  envy 
them,   they  seem  rather  to  enjoy  them.     They  respect  their 


242  THE    MENTALITY    OF    THE   CRIMINAL    WOMAN 

work  and  themselves  and  are  happy,  healthy  and  self  contained. 
Indeed,  they  are  more  sensible  in  their  decisions  and  more  secure 
in  their  conduct  than  we  expected  of  working  women  of  today. 

Of  the  working  children's  reasons  for  leaving  their  jobs.   Dr. 
Woolley    writes:    "A  study  of  the,  reasons  assigned  in  these 
hundred  cases   showed  that  forty-one  per  cent,  were  included 
under  economic  reasons.     In  sixty  per  cent,  of  these  the  cljild 
had  voluntarily  left  because  the  pay  was  low  or  because  a  better 
position  was  offered  him  or  because  he  wanted  to  learn  a  trade. 
In  the  remaining  cases  the  employer  had  either  laid  the  child 
off  or  reduced  his  earnings  because  of  slack  season.     The  extra 
largest  group  of  reasons,  21  per  cent.,  was  that  of  dissatisfaction 
on  the  part  of  the  child  for  reasons  other  than  economic,  such 
as  work  too  dirty,  workroom  too  noisy,  could  not  bear  the  smell 
of  paste,  fellow  employees  too  rough,  afraid  of  lead  poisoning, 
foreman  cross  and  'hollered'  at  him,  or  unjustly  charged  with 
spoiled   materials.     Phj'sical  reasons,   such   as  illness  or  work 
which  proved  to  be  too  hard   physically,   account  for  eleven 
per  cent,  of  the  changes.     This  same  proportion  is  due  to  fail- 
ures on  the  part  of  the  child,  which  the  children  themselves 
report  almost  as  frequently  as  the  employers.     Disagreement 
with  foreman  or  with  fellow  employees  and  incompetence  make 
up  the  most  of  this  group.     Reasons  connected  with  the  home 
comprise  nine  per  cent,  of  the  whole  number  and  conflicts  with 
the  child-labor  law  the  remaining  eight  per  cent."^     Further 
analj^sis  of  the  histoiy  of  the  children  who  continually  leave  their 
jobs  because  their  Avork  is  a  failure  or  because  they  do  not  like 
the  work  and  fail  to  get  along  with  their  foreman,  etc.,  may 
lead  to  the  isolation  among  them  of  the  type  who  is  finally  sen- 
tenced to  a  Reformatory. 

In  the  condensed  work  histories  of  the  Reformatory  subjects 
much  of  the  crudeness  and  the  unseemliness  of  their  conduct 
has  been  purposely  omitted  from  the  telling.  The  institution 
records  of  the  personal  histories  of  the  majoritj'  of  them  are  but 
reiterations  of  the  wretched  manner  of  living  portrayed  in  vice 


3  Woolley,  Helen  Thompson,  "Charting  Childhood  in  Cincinnati" — Survey, 
Vol.  XXX.,  No.  19,  p.  605. 


SOCIAL,    INDUSTRIAL   AND    PHYSICAL   RECORDS  243 

commission  reports.  Our  design  has  been  rather  to  indicate 
the  major  facts  of  their  work  histories — their  lack  of  discrimin- 
ation in  the  selection  of  work,  their  thoughtless,  reckless  manner 
of  leaving  jobs  for  trivial  reasons,  and,  because  their  immorality 
and  illegal  conduct  has  so  often  played  the  major  part  in  the 
interruption  or  conclusion  of  their  industrial  careers,  certain 
of  these  facts  have  been  included.  Sometimes  before  leaving 
school  quite  universall}'  not  later  than  three  j^ears  after  leaving 
school,  the}'  have  been  sex  offenders.  Their  previous  court 
histories  are  given  in  Table  84. 

TABLE  84. 

No.  Per  Cent. 

No  previous  arrest 36  40. 0 

One  previous  arrest 28  32.0 

Two  previous  arrests 14  16.0 

Three  previous  arrests 5  6.0 

Four  previous  arrests 0  0.0 

Five  or  more  previous  arrests 5  6.0 

Had  their  families  been  visited,  the  facts  with  respect  to  the 
number  of  legitimate  and  illegitimate  children  would  probably 
resemble  those  of  a  more  recent  one  hundred  inmates,  in  whose 
case  careful  investigations  have  been  made.  These  facts  are 
given  in  Table  85.^ 

TABLE  85. 

Number   of   Women   out   of   100   Who   Have 

One  legitimate  child 4 

One  illegitimate  child 16 

Two  illegitimate  children 4 

Five  illegitimate  children 1 

21 

One  miscarriage  previous  to  entering 14 

Two  miscarriages  previous  to  entering 3 

One  miscarriage  since 2 

19 

Pregnant  on  entering 8 

One  child  born  since  entrance 1 


■•  "Recommendations  of  the  Laboratory  of  Social  Hygiene  for  Disposition  of 
First  One  Hundred  Cases  Studied."  Published  by  the  Bureau  of  Social  Hy- 
giene.    1914. 


244 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


TABLE  86. 
Distribution  op  Offenses  for  Which  Committed. 


Offense. 


Below 
Vth  Grade 


No.   Per  Cent. 


Vth  &  Vlth 
Grades 


No.    Per  Cent. 


Vllth  &  Vlllth 
Grades 


No.   Per  Cent. 


Bedford  88 


No.   Per  Cent. 


Common  Prostitute 

Vagrancy 

Petit  Larceny 

Associating  with  disorderly 

and  vicious  presorts 
Disorderly  or  ungovernable 

child 
Grand  Larceny,  second  de- 
gree 
Disposing  of  Cocaine 
Keeping  a  disorderly  house 
Disorderly  conduct  or  per- 
son 
Attempt  to  commit  grand 

larceny,  second  degree 
Habitual  drunkard 
Burglary,  third  degree 
Grand  larceny,  first  degree 
Endangering  health  of  minor 
Adultery 


47. 

26.4 

14.7 

2.9 

5.9 


48. 

12. 

4. 


48.2 

24.1 

3.5 

3.5 


3.4 
3.4 
6.9 

3.5 


3.4 


2.9 


34 


25 


29 


42 
19 

7 

3 

4 

2 
2 
2 


47.7 
21.5 


3.4 

4.5 

2.3 
2.3 
2.3 

1.1 


Table  86  indicates  the  frequency  of  the  offenses  for  which 
the  Bedford  88  were  committed.  It  indicates  also  the  number 
and  per  cent,  guilty  of  each  offense  who  had  finished  the  7th 
and  8th  grades,  the  5th  and  6th  grades,  and  who  belonged  to 
the  Below-Grade  Group.  Apparently  it  is  the  more  intelligent 
group,  the  Grade  Group,  that  is  responsible  for  the  more  in- 
frequent types  of  crime,  grand  larceny  first  and  second  degree, 
disposing  of  cocaine,  keeping  disorderly  houses,  burglary  in  the 
third  degree,  endangering  the  life  of  minors,  and  habitual 
drunkeness.  The  only  exception  to  this  is  the  one  individual 
found  guilty  of  adultery  and  the  circumstances  hardly  justify 
the  charge.  It  was  the  case  of  a  feeble-minded  girl  who  became 
pregnant  by  the  husband  of  her  mistress.  She  was  told  to  say 
"yes"  to  all  questions  at  her  trial,  which  she  did  and  so  pleaded 
guilty  to  the  charge  of  adultery.^ 

^  It  would  be  interesting  to  know  what  becomes  of  all  the  women  who  dis- 
pose of  cocaine,  keep  disorderly  houses,  commit  burglaries,  etc.  Are  they 
regarded  for  the  most  part  as  irreformable  and  sentenced  elsewhere  or  are 
they  cleverer  than  the  women  committed  to  Bedford  and  do  they  better  escape 
detection,  arrest,  or  sentence? 


SOCIAL,    INDUSTRIAL   AND    PHYSICAL   RECORDS  245 

The  histories  reveal  that  the  offense  as  stated  is  not  always 
indicative  of  the  true  circumstances  out  of  which  the  arrest 
grew,  that  the  crime  for  which  one  is  convicted  is  a  technical 
matter  not  to  be  trusted  as  representative  of  the  character  of 
the  individual.  Forty-two  individuals  or  but  fifty  per  cent, 
were  arrested  as  common  prostitutes,  whereas  the  histories  of 
the  other  fifty  per  cent,  show  that  they  also  had  been  soliciting 
since  an  early  age,  that  the  specific  offenses,  vagrancy,  larceny, 
etc.,  for  which  they  were  convicted  were  in  the  great  majority 
of  cases  but  incidents  in  a  life  of  prostitution.  Whereas  the 
descriptive  value  of  such  legal  terms  as  "Common  Prostitute," 
"Vagrant,"  and  "Disorderly  Child"  is  quite  unlike,  the  lives 
of  the  individuals  so  convicted  differ  little  save  in  age  and  in 
some  cases  in  the  number  of  previous  arrests.  Of  the  42  who 
were  arrested  as  common  prostitutes,  33  were  older  than  20.5 
years,  the  median  age  of  arrest.  Of  the  26  arrested  as  vagrants, 
disorderly  children,  associating  with  disorderly  persons,  one 
was  just  20.5,  one  was  older,  and  all  the  others  younger  than 
the  median  age.  It  may  be  indicated  in  passing  that  of  the 
twelve  arrested  for  larceny,  nine  are  younger  than  the  median 
age.  The  wonder  has  crossed  our  minds  before  whether  the 
judge  regards  the  younger  girl  who  steals  more  worthy  reforma- 
tion than  the  one  who  solicits,  or  whether  it  is  that  they  regard 
stealing  as  meriting  a  more  severe  punishment. 

TABLE  87. 

Age  of  Those  Committed  for  Various  Offenses. 

20.5  Years  Over 

and  Under  20.5  Years 

Common  Prostitute 9  33 

Keeping  a  disorderly  house 0  2 

Vagrancy 18  1 

Petit  Larceny 5  2 

Associating   with   disorderly   and   vicious 

persons 3  0 

Disorderly  or  ungovernable  child 4  0 

Grand  Larceny,  second  degree 1  1 

Attempt  to  commit  grand  larceny,  second 

degree 1  0 

Disposing  of  cocaine 0  2 

Disorderly  conduct  or  person 0  1 

Habitual  drunkard 0  1 

Burglary,  third  degree 1  0 

Grand  Larceny,  first  degree. 1  0 

Endangering  health  of  minor 0  1 

Adultery 0  1 

43  45 


246  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

In  contrast  with  the  maids,  the  Reformatory  women  in  their 
accounts  of  their  working  history  for  the  most  part  show  little 
sense  of  the  value  of  service  or  money  and  little  foresight  of  ends 
or  endeavor  to  achieve  them.  They  are  quite  without  forbear- 
ance and  entirely  childlike  in  their  attitudes.  They  have  had 
no  definite  aim,  worthy  or  unworthy;  they  have  been  easily 
flattered  and  repeatedly  led  to  do  things  which  could  not  lead 
to  the  happiness  and  the  good  times  which  thej^  sought,  let 
alone  to  their  welfare.  They  are  egotistical  and  untruthful  and 
lacking  in  any  appreciation  of  social  responsibility.  Along 
with  their  lack  of  control  and  their  wrong-doing,  they  sometimes 
possess  a  fair  amount  of  formal  knowledge  with  respect  to  what 
it  is  customary  to  consider  right  and  wrong,  but  their  ideas 
upon  these  subjects  are  chiefly  verbal  and  very  little  a  part  of 
their  character  or  of  their  motives  for  acting.  Even  the  more 
intelligent  use  little  judgment  in  the  conduct  of  their  lives, 
act  quite  uniformly  without  thinking  and  profit  little  by  their 
mistakes. 

There  came  a  time  when  they  were  "too  old  to  go  to  school," 
when  they  "wanted  to  go  to  work,"  or  when  they  were  "old 
enough  to  be  their  own  boss."  They  gave  no  thought  to  what 
work  they  had  best  select  or  what  wage  they  might  expect  to 
earn.  Once  at  work,  with  an  equal  lack  of  reflection  they  left 
because  of  some  trivial  thing  to  which  they  took  exception;  or, 
without  considering  whether  another  job  as  good  could  be 
secured,  they  left  simply  because  "someone  told  them  that  the 
pay  was  too  small."  In  consequence  they  are  often  idle.  They 
may  leave  to  secure  a  better  wage  and  straightway  uncritically 
accept  another  job  that  pays  no  more  than  the  first,  simply 
because  "a  friend  was  there,"  or  they  thought  they  "would  like 
it."  Meantime,  they  are  seldom  without  the  need  to  be  earn- 
ing a  wage.  Again,  it  is  characteristic  of  them  that  they  go 
to  the  other  extreme  and  accept  any  position  which  means  more 
money  irrespective  of  its  desirability.  When  earning  ten  dollars 
in  a  respectable  manicurist  shop,  they  will  go  to  work  in  a  barber 
shop  to  earn  two  dollars  a  week  more.  Thus,  they  have  drifted 
casually  along  and  are  at  a  loss  to  understand  why  we  take 
seriously  the  matter  of  positions,  how  they  were  found,  what 
they  were,  whether  the  work  was  interesting  or  the  pay  adequate. 


SOCIAL,    INDUSTRIAL   AND    PHYSICAL   RECORDS  247 

Although  man.}'  of  them  ended  their  industrial  careers  with 
"marriage,"  it  was  usually  an  inadvisable  step.  In  many- 
instances,  the  husband  was  alcoholic;  he  was  seldom  able  or 
willing  to  support  the  girl.  Sometimes,  he  had  no  other  in- 
tention than  to  put  her  on  the  street  to  earn  his  support. 
In  few  cases  was  she  unaware  of  the  character  of  the  man  she 
was  marrying,  or  need  she  have  been,  had  she  given  the  matter 
a  little  consideration.  In  those  cases  where  the  husband  was 
in  good  standing  and  provided  for  his  family,  the  girl  soon  grew 
tired  of  him  and  the  home  and  after  a  year  or  two  deserted  to 
begin,  or  to  go  back  to,  a  life  of  prostitution.  "Marriage," 
then,  as  a  "successful  ending"  to  an  industrial  career,  without 
some  further  analysis  is  no  reason  at  all,  inasmuch  as  those  who 
thereafter  deliberately  desert  their  homes  and  their  children  or 
who  unthinkingly  enter  into  obviously  undesirable  unions  are 
the  rule  among  such  a  group  as  we  are  studying. 

The  writer  has  not  attempted  to  evaluate  the  findings  of  the 
present  physical  condition  and  previous  medical  history  of  the 
women  examined.  The  data  itself  is  to  be  found  in  the  Ap- 
pendix in  Charts  A  and  B.  The  facts  about  each  individual  may 
be  ascertained  or  the  frequency  of  any  particular  disease,  habit, 
etc.  The  blood  tests  for  syphilis  and  gonorrhoea  are  summarized 
below  in  Table  88. 

TABLE  88. 
Blood  Tests  for  Syphilis  and  Gonorrhoea. 
Wassermann   and   Complement   Fixation   Test. 


No.  of 

Syphilis 

Gonorrhoea 

Individuals 

Per  Cent. 

Both  Neg 

rative 

13 

13. 

Both  Positive 

35 

35. 

Both  Doubtful 

1 

1. 

Negative 

Doubtful 

15 

15. 

Doubtful 

Negative 

1 

1. 

Positive 

Doubtful 

6 

6. 

Doubtful 

Positive 

2 

2. 

Negative 

Positive 

23 

23. 

Positive 

Negative 

4 

4. 

45%  Positive 

60%  Positive 

4%  Doubtful 

22%  Doubtful 

51%  Negative 

18%  Negative 

248  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

The  criminal  woman  seem  to  be  stronger  physically  and  much 
less  often  ill  than  the  average  individual.  There  are  occasional 
cases  of  tonsilitis  and  sore  throat,  but  in  three  years  there  has 
been  no  case  of  contagious  disease  and  almost  no  serious  opera- 
tion. The  inmates  are  sometimes  received  into  the  Institution 
in  an  anemic  condition,  with  clinical  symptoms  of  syphilis  and 
gonorrhoea.  There  have  been  a  number  of  cases  of  acute  tra- 
choma, iritis,  keratitis  and  gonorrhoeal  opthalmia.  Some 
few  have  entered  infected  with  tuberculosis,  but  these  have  always 
been  straightway  transferred. 

At  Bedford  the  women  are  out  in  all  sorts  of  weather;  in  the 
winter  they  wear  cotton  dresses  and  short  capes  that  are  not 
overly  heavy.  They  rarely  wear  anything  over  their  heads 
even  when  their  hair  has  been  cut,  yet  they  seldom  have  colds. 
Headaches  and  indigestion  are  rare.  With  an  average  daily 
population  of  494.8  in  the  institution  during  the  year  that  these 
subjects  were  admitted,  there  were  only  93  patients  in  the 
Hospital  during  the  twelve  months.  This  number  included  22 
obstetrical  cases  and  both  the  infants  and  the  mothers  were 
counted  in  the  93  patients.  The  number  includes  also,  15  other 
infants  brought  back  from  the  Nursery  to  be  specially  cared  for 
in  the  Hospital.  There  was  one  operation  where  the  ovaries 
were  removed  and  there  were  two  deaths  during  the  year,  one 
of  peritonitis  and  one  of  apoplexy  due  to  syphilis.  Indeed,  they 
are  apparently  unusually  robust  as  regards  general  health. 

The  record  of  the  circumstances  of  their  early  sex  offenses 
and  its  effect  upon  their  later  experience,  and  of  their  reasons 
for  entering  prostitution  are  meager,  because  their  own  accounts 
were  quite  as  slight.  Here,  too,  their  attitude  is  casual,  inci- 
dental and  colorless  for  the  most  part.  Their  behavior  seems 
largely  a  matter  of  thoughtlessness,  of  failure  to  appreciate 
social  or  personal  reasons  for  acting  otherwise,  of  circumstances 
uncritically  reacted  to  in  the  beginning,  and  then  of  habit, 
rather  than  some  unequal  struggle  with  instinct  and  emotion. 
They  lament  being  separated  from  the  noise  and  the  lights  and 
the  comradeship  of  the  streets;  they  are  restless  and  eager  for 
the  suppers  and  rides  that  occasionally  fall  to  their  lot.  Some 
of  the  more  intelligent  among  them  have  enjoyed  the  competi- 


SOCIAL,    INDUSTRIAL   AND    PHYSICAL   RECORDS  249 

tion  of  the  life  of  prostitution,  but  seldom  is  sex  in  itself  referred 
to  by  them  or  apparently  present  consciously  or  otherwise  as 
an  impelling  element  in  their  desire  to  be  "free."  One  could 
almost  wish  that  it  were  possible  to  plead  for  them  some  unusual 
gift  of  emotion  or  impelling  sex  impulse  to  account  for  their 
behavior.  Instead,  their  conduct  is  to  be  accounted  for  by  mere 
lack  of  insight  into,  or  appreciation  of,  its  significance. 

So  it  is  we  have  found  them — without  foresight,  uncomplex 
in  their  emotions  and  reactions,  and  uncritical  toward  experi- 
ience  of  every  sort.  Some  share  of  this  condition  is  undoub- 
edly  due  to  a  lack  of  the  kind  of  early  academic  and  industrial 
training  that  might  have  developed  them,  though  there  was 
never  a  time  when  any  considerable  proportion  of  them  had 
alert  minds.  With  proper  educational  and  vocational  guidance 
two-thirds  of  them  ought  to  build  up  fairly  satisfactory  habits 
of  conduct.  The  remaining  third,  under  permanent  custodial 
care,  have  sufficient  intelligence  to  become  wholly  self-support- 
ing. 


CHAPTER  VI. 

Summary  and  Conclusions. 

At  the  expense  of  some  repetition,  the  results  of  the  applica- 
tion of  the  tests  of  the  Cincinnati  Bureau  of  Vocational  Guid- 
ance at  Bedford  are  summarized  here.  The  most  striking  fact 
in  the  comparison  of  our  subjects  with  this  standard  is  the 
bimodal  distribution  of  their  scores  as  over  against  the  unimodal 
one  of  the  Working  Girls.  In  practically  all  the  tests  the 
curves  of  the  Bedford  88  fall  from  one  mode  at  a  point  near 
the  better  end  of  the  C.  14  and  C.  15  curves,  to  rise  again  to  form 
a  second  mode  at  the  poorer  end  of  the  standard  curves.  The 
tests  of  Chapter  IV,  too,  Reading,  Writing,  Direction  Tests, 
etc.,  have  added  evidence  that  the  Reformatory  inmates  con- 
stitute two  pretty  distinct  groups  with  respect  to  their  intel- 
ligence. At  least  such  was  true  of  the  women  committed  to 
Bedford  between  1911  and  1914.  Why  it  should  be  so,  and 
why  the  charges  sent  to  such  an  institution  do  not  follow  a 
normal  distribution  curve  as  regards  tests  of  their  intelligence, 
it  is  difficult  to  say. 

The  bimodal  distribution  of  the  Bedford  88  instead  of  the 
unimodal  distribution  of  the  working  girls  may  seem  to  the 
reader  only  the  establishment  of  a  roughly  hewn  fact  and  the 
comparison  of  their  norms  a  prosaic  task.  It  would  seem 
much  less  prosaic  had  he  started  out  under  the  conditions 
which  confronted  us  some  five  years  ago.  There  was  the 
request  of  institution  and  court  for  some  reliable  basis  for 
estimating  the  reformability  of  their  charges,  but  there  were 
practically  no  standards  in  mental  tests  either  for  the  criminal 
woman  or  for  the  law-abiding  woman  of  like  industrial  and 
economic  standing.  We  have  now  measured  the  mentality  of  a 
representative  group  of  women  by  a  fairly  large  number  of  tests 
in  a  number  of  which  the  results  have  been  checked  in  terms  of  a 
reliable  set  of  norms — those  for  the  working  girl  of  Cincinnati. 
That  the  latter  are  younger  than  our  subjects,  that  the  work 
of  comparison  is  only  at  its  beginning,  these  and  all  other 
limitations  do  not  alter  our  belief  that  good  ground  has  been 
gained  toward  a  working  understanding  of  the  mentality  of 
the  criminal  woman.     It  is  of  considerable  interest,  then,  to 

250 


SUMMARY    AND    CONCLUSIONS  251 

note  that  one  group  of  the  Bedford  88  has  clustered  about  the 
better  end  of  the  standard  curve,  and  another  group  toward  its 
poorer  end. 

To  find  a  basis  upon  which  the  bimodal  curves  might  be 
analysed  into  their  two  unimodal  elements  we  have  divided 
the  Bedford  88  in  many  ways.  The  division  which  alone  served 
to  separate  the  better  from  the  poorer  subjects  was  that  of  the 
grade  completed  upon  leaving  school.  Those  who  had  ac- 
complished the  completion  of  at  least  5B  grade  formed  a  curve 
which  paralleled  very  closely  that  of  the  Cincinnati  girl  of  fif- 
teen, while  those  who  had  not  succeeded  in  passing  5B  com- 
prised the  majority  of  those  who  collected  at  the  poorer  mode 
of  the  Bedford  88  curves.  Throughout,  the  grade  completed 
has  proved  to  be  more  often  a  measure  of  our  subjects'  ability 
to  progress  in  school,  less  often  a  measure  of  their  opportunity 
to  attend  school.  We  found  that  the  women  could  not  recall 
their  age  precisely  in  years  and  months  on  leaving  school,  so 
that  we  could  only  estimate  as  closely  as  we  could  the  number 
of  years  that  each  was  "going  to  school."  When  the  grade 
completed  was  subtracted  from  the  grade  that  should  have  been 
reached  had  one  grade  been  passed  for  each  year  of  school 
attendance,  it  became  quite  evident  that  the  Below-Grade  Group 
had  progressed  much  more  slowly  in  proportion  to  the  gross 
number  of  years  of  schooling  than  had  the  Grade  Group.  The 
following  figures  give  the  number  of  years  of  retardation  for 
this  group  and  contrast  them  with  those  who  had  passed  the 
8th  grade.  The  differences  between  their  retardation  and  that 
of  the  5th,  6th,  and  7th  grades  is  only  sHghtly  less. 

No.  of  Years  Below-Grade  Group  Sth  Grade 

Retardation  No.  of  Individuals  No.  of  Individuals 

Seven 3  0 

Six 1  0 

Five 6  0 

Four 6  1 

Three  and  a  half 3  0 

Three 2  0 

Two  and  a  half 1  1 

Two 2  2 

One  and  a  half 1  0 

One 0  4 

Zero 0  5 

Unknown 1  0 

Never  went  to  school  * 8  0 

.  34  13 

*For  the  most  part  these  eight  were  not  more  than  six,  seven  and  eight 
years  old  mentally. 


252 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


Any  correlation  which  has  proved  to  exist  between  the  better 
records  in  the  mental  and  physical  tests  and  the  greater  mental 
capacity  of  our  subjects,  as  indicated  by  the  completion  of  the 
higher  school  grades, .  cannot  be  reduced  to  differences  in  the 
age  of  the  women  when  tested:  at  least  if  there  is  any  such 
correlation  between  age  and  record  in  the  tests,  it  has  had  an 
equal  chance  to  manifest  itself  in  each  grade.  As  a  matter  of 
fact,  the  actual  correlation  between  age  (the  oldest  was  given 
a  rank  of  one)  and  rank  in  two  of  the  more  important  tests — 
easy  opposites  arranged  in  order  of  accuracj^  and  time,  and 
index  of  card  sorting — is  only  +  -13;  P.E.  =  .074  and  —  .066; 
P.E.  =  .0079  respectively. 

The  average  age  at  entrance  of  the  208  commitments  of  the 
fiscal  year  1912-1913  is  21  j^ears,  9.5  months.  At  the  time  of 
testing,  the  median  age  of  the  Bedford  88  was  20  years  and  6 
months,  that  of  the  College  Maids  exactlj^  21  years.  The 
variations  from  the  average  and  the  per  cent,  at  each  age  may 
be  seen  from  the  accompanying  table  of  distribution  of  ages, 
under  the  columns  headed  Bedford  88  and  Maids.  This  table 
includes  also  the  distribution  of  these  groups  at  their  present 
ages  among  the  several  grades  which  they  had  completed  upon 

leaving  school. 

TABLE  S9 

The  Distribution  of  Age  by  Grade 


Age  at 

Below- 

Com- 

Grade 

Vth 

Vlth 

Vllth 

Vlllth 

Bedford 

College 

mit- 

GrouD 

Grade 

Grade 

Grade 

Grade 

88 

Maids 

ment 

No. 

% 

No 

% 

No. 

% 

No. 

% 

No. 

% 

No 

% 

No. 

% 

15-16 

3 

8.82 

0 

2 

12.50    1 

6.25 

1 

7.69    7 

7.95 

1 

5.00 

17 

4 

11.76 

0 

4 

25.001  2 

12.50 

2 

15.38 

12 

13.64 

2 

10.00 

18 

4 

11.76 

1 

11.11 

1 

6.25    3 

18.75 

0 

9 

10.24 

2 

10.00 

19 

2 

5.88 

0 

1 

6.25    2 

12.50 

1 

7.69 

6 

6.82 

2 

10.00 

20 

3 

8.82 

3 

33.33 

2 

12.50    1 

6.25 

1 

7.69 

10 

11.35 

0 

21 

3 

8.82 

1 

11.11 

0 

0 

1 

7.69    5 

5.68 

4 

20.00 

22 

4 

11.76 

2 

22.22'  0 

2 

12.50 

1 

7.69 

9 

10.24 

2 

10.00 

23 

2 

5.88 

1 

11. Ill   1 

6.25 

1 

6.25 

2 

15.38 

7 

7.95 

2 

10.00 

24 

1 

2.94 

0 

0 

0 

1 

7.69 

2 

2.27 

1 

5.00 

.    25 

3 

8.82 

0 

0 

1 

6.25 

1 

7.69 

5 

5.68 

1 

5.00 

26 

0 

0 

4 

25. oo;  0 

0 

4 

4.54 

0 

27 

3 

8.82 

1 

11.11 

0 

2 

12.50 

0 

I  6 

6.82 

1 

5.00 

28 

1 

2.94 

0 

0 

1 

6.25 

2 

15.38;  4 

4.54 

1 

5.00 

29 

0 

0 

0 

0 

0 

0 

1 

5.00 

30 

1 

2.94 

0 

1 

6.25 

0 

.0 

2 

2.27 

0 

34 

9 

Il6 

16 

13 

88 

20 

SUMMARY    AND    CONCLUSIONS  253 

The  industrial  and  social  history  of  twenty  Maids  was  ob- 
tained, although  only  eighteen  were  given  the  mental  tests. 

Summary. 

Height.  The  Bedford  88  are  shorter  at  all  three  percentiles 
than  the  working  girl  of  fifteen.  Their  height  sitting  is  shorter 
than  the  normal,  but  relatively  less  so  in  proportion  to  their 
height  standing  than  is  true  of  the  normal  woman.  The  Grade 
Group  are  taller  than  the  Below-Grade  Group  at  the  three  per- 
centile points;  they  are  taller  than  the  working  girl  of  fifteen 
at  the  25th  percentile,  not  at  the  median  or  75th  percentile. 

Weight.  The  Bedford  88  are  decidedly  heavier  than  the 
working  girl  of  fifteen.  They  are  heavier,  also,  than  the  normal 
woman  of  corresponding  age.  Indeed,  70  per  cent,  of  the 
Grade  Group  and  80  per  cent,  of  the  Below-Grade  Group  are 
heavier  than  the  median  weight  for  the  normal  individual  of 
corresponding  age. 

Grip.  The  Grade  Group  is  stronger  in  grip  than  the  working 
girl  of  fifteen,  as  measured  at  the  three  percentile  points,  and 
with  both  the  right  and  left  hand.  The  Below-Grade  Group  is 
even  more  superior  to  them  than  is  the  Grade  Group.  How- 
ever, neither  Reformatory  group  has  a  grip  equal  to  that  of 
the  normal  individual  of  corresponding  age. 

Physical  measurements  of  the  College  Maid  were  not  secured, 
but  the  majority  of  them  were  unquestionably  taller  than  the 
Reformatory  group  and  not  so  heavy.  Our  descriptive  account 
of  them,  with  but  three  exceptions,  contains  the  comment 
"slender  and  tall." 

To  the  anthropometric  records  of  the  Bedford  88,  we  have 
added  measurements  in  height,  sitting  and  standing,  weight, 
and  grip,  right  and  left  hand,  of  another  118,  who,  like  the 
Bedford  88,  were  tested  as  they  came  consecutively  from  the 
courts.  The  figures  for  these  118,  plus  the  Bedford  88,  making 
a  total  of  206,  are  included  in  Table  90.  Only  about  25  per 
cent,  either  sitting  or  standing  are  as  tall  as,  or  taller  than,  the 
median  normal  individual  of  the  same  age.  Over  76  per  cent, 
are  as  heavy  and,  for  the  most  part,  are  heavier  than  the  median 
normal  weight.  Less  than  25  per  cent,  have  a  grip  with  the 
right  hand  which  is  as  strong  as  that  of  the  median  normal 
individual;  with  the  left  hand,  only  19  per  cent,  equal  or  excel 
the  median  normal  grip. 


254 


THE   MENTALITY    OF   THE    CRIMINAL    WOMAN 


TABLE  90. 

The  Distribution  of  the  Height,  Standing  and  Sitting,  of  the  Weight, 
OF  the  Strength  of  Grip  of  the  Right  and  Left  Hands  of  206 
Reformatory    Women    with    Respect   to    the    Various    Per- 
centile Groups  Under  Which  They  Come  in  Smedley's 
Tables    of    Normal    Individuals    of    Corresponding 
Age. 


Height 

Height 

Grip 

Grip 

Smedley's 

Standing 

Sitting 

Weight 

Right 

Left 

Percentile 

Distribution 

No. 

Per 
Cent. 

No. 

Per 

Cent. 

No. 

Per 

Cent. 

No. 

Per 
Cent. 

No. 

Per 

Cent. 

Above  100 

1 

.5 

0 

0 

2 

4.9 

1 

.5 

1 

.5 

90-100 

9 

4.4 

5 

2.4 

53 

25.7 

4 

1.9 

3 

1.5 

80-90 

16 

7.8 

11 

5.3 

41 

19.9 

8 

3.9 

5 

2,4 

70-80 

7 

3.4 

9 

4.4 

21 

10.2 

11 

5.3 

7 

3.4 

60-70 

7 

3.4 

10 

4.9 

17 

8.4 

10 

4.9 

8 

3.9 

50-60 

10 

4.9 

16 

7.8 

14 

6.8 

14 

6.8 

15 

7.3 

40-50 

18 

8.8 

16 

7.8 

19 

5.3 

9 

4.4 

14 

6.8 

30-^0 

17 

8.4 

21 

10.2 

6 

2.9 

21 

10.2 

13 

6.3 

20-30 

22 

10.6 

26 

12.6 

12 

5.8 

18 

8.8 

25 

12.1 

10-20 

34 

16.5 

28 

13.6 

10 

4.9 

32 

15.6 

35 

17.0 

0-10 

57 

27.7 

54 

26.2 

11 

5.3 

66 

32.0 

67 

32.5 

0 

2 

1.0 

0 

0 

0 

0 

3 

1.5 

1 

.'5 

Below    0 

6 

2.9 

10 

4.9 

0 

0 

9 

4.4 

12 

5.8 

25th  PercentUe     40-50 
Median  20-30 

75th  Percentile       0-10 


40-50 

90-100 

40-50 

40-50 

20-30 

70-80 

20-30 

10-20 

0-10 

40-50 

0-10 

0-10 

Steadiness  of  Hand.  In  steadiness  of  hand,  both  the  Below- 
Grade  Group  and  the  Grade  Group  are  markedly  superior  to 
the  working  girl  of  fifteen.  Seventy-five  per  cent,  of  the  Bed- 
ford 88  are  as  precise  in  their  movements  as  the  average  working 
girl  or  more  so.  Whatever  superiority  is  theirs  as  a  result  of 
greater  maturity  is  unimpeded  by  any  anticipation  or  dread  of 
mishap.  This  same  unimaginative  insensitivity  to  possible 
accident  characterizes  their  work  in  factories  when  they  operate 
unguarded  and  dangerous  machines.  They  may  be  in  continu- 
ous danger  because  of  clumsiness  and  inattention,  but  only 
infrequently  because  of  loss  of  control  resulting  from  fear  or 
any  appreciation  that  the  danger  of  accident  is  increasing  because 


SUMMARY    AND    CONCLUSIONS  255 

of  increasing  fatigue.  In  this  they  differ  radically  from  uni- 
versity students  when  facing  the  same  type  of  situation.  This 
statement  is  based  upon  data  obtained  from  a  duplication 
of  the  factory  experiments  of  Bogardus^  with  a  small  group 
of  Bedford  women. 

■  Tapping  Test.  The  measure  of  the  fatiguability  of  our  sub- 
jects by  the  tapping  test  was  not  altogether  successful,  because 
so  many  of  the  women  failed  to  grasp  the  direction:  "Tap  as 
fast  as  you  can."  So  far  as  one  may  judge  by  the  results,  how- 
ever, the  presumption  is  in  favor  of  a  division  into  two  rather 
clearly  differentiated  groups,  one  less  fatiguable  than  the  fifteen- 
year-old  girl  or  than  the  university  student,  the  other  more 
fatiguable  than  either  the  normal  girl  or  the  more  intelligent 
adult. 

The  test  affords  an  excellent  example  of  the  incapacitj^  of 
many  criminal  womem  to  understand  even  very  simple  direc- 
tions and  emphasizes  the  need  there  is  that  greater  care  be 
given  directions  than  is  commonly  the  custom.  The  Grade 
Group  are  much  quicker  to  understand  the  directions  than  is 
the  Below-Grade  Groiip  and  the  8th  Grade  than  the  5th  Grade. 
The  test  may  prove  valuable  to  separate  out  those  who  can 
learn  to  perform  simple  factory  operations  rapidly  from  those 
who  learn  slowly.  When  all  have  understood  the  directions 
clearly  and  are  tapping  at  their  maximum  speed  in  an  initial 
trial,  one  will  not  go  far  amiss  if  he  assumes  that  about  75  per 
cent,  of  the  Reformatory  women  will  tap  as  quickly  as  the  median 
working  girl  of  fifteen.  It  may  also  be  affirmed  that  they  will 
tap  relatively  better  with  the  left  hand  as  compared  with  the 
right  hand  than  will  the  normal  individual.  As  the  case  now 
stands,  only  the  25th  percentile  group  of  the  Bedford  88  tap  as 
rapidly  with  the  right  hand  in  60  sec.  as  the  corresponding  group 
of  the  working  girls  of  fifteen;  the  median  record  is  15,  the  75th, 
53  taps  behind  the  standard  at  these  points.  More  than  50 
per  cent,  of  the  Grade  Group  tap  as  quickly,  or  more  rapidly, 

^  Bogardus,  Emory  S.  The  Relation  of  Fatigue  to  Industrial  Accidents. 
American  Journal  of  Sociology,  Vol.  XVII.  1911-1912.  Weidensall,  Jean. 
Psychological  Tests  as  ajjplied  to  the  Criminal  Woman.  Psychological  Review 
Vol.  XXI,  No.  5,  Sept.  1914. 


256  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

than  the  median  working  girl  of  fifteen,  though  they,  too,  are 
in  arrears  at  the  75th  percentile  record,  though  only  by  10 
taps.  The  Grade  Group  is  superior  at  all  points  to  the  Below- 
Grade  Group.  Perhaps  the  most  frequent  difference  of  our 
subjects  from  that  of  the  standard  lies  in  the  fact  that  the 
maximum  rate  of  tapping  is  not  attained  until  the  latter  part  of 
the  tapping  period  instead  of  at  the  beginning.  The  total 
number  of  taps  for  the  two  groups  may  not  differ  appreciably, 
for,  while  the  one — the  standard — taps  as  fast  as  it  can  during 
the  first  half-minute  and  slows  down  from  fatigue  in  the  last 
half,  the  other  taps  approximately  as  fast  as  it  can  the  last  half 
minute  and  at  a  slower  rate  during  the  first  half-minute  because 
of  slowness  to  comprehend  what  was  required. 

Cancellation  of  Letters  and  Card  Sorting.  The  next  two  tests 
— card  sorting  and  cancellation  of  a's — are  of  especial  interest 
because  they  entail  so  nearly  the  same  t3^pe  of  co-ordination  as 
is  involved  in  factory  jobs.  To  mark  out  all  the  a's  on  a  page 
of  letters  is  not  unlike  inspecting  garments,  or  the  labels  on 
dishes  or  handkerchiefs  in  a  factory  where  the  operator's  task 
is  to  set  aside  or  check  off  all  the  defective  ones.  Sorting  cards 
is  quite  like  sorting  samples  or  packing  plajdng  cards. 

In  card  sorting,  the  Bedford  88  prove  as  accurate  as  the  work- 
ing girl.  Fifty  of  the  88  made  no  error,  23  made  but  one  error, 
9  made  only  two  errors  and  the  dullest  individual  of  all  sorted 
81.3  per  cent,  of  the  cards  accurately.  When  efficiency,  how- 
ever, is  measured  in  terms  of  speed  of  performance — the  time 
required  to  secure  a  corresponding  degree  of  accuracy — they 
are  upon  the  whole  less  efficient  than  the  working  girl  of  fifteen. 
Only  12  of  the  88,  13.6  per  cent.,  work  as  rapidly  as  the  25th 
percentile  individual  among  the  working  girls,  only  35  women, 
or  39.8  per  cent.,  equal,  or  excel,  in  speed  the  median  standard 
record,  while  34,  or  38.7  per  cent.,  are  as  slow  as,  or  slower  than, 
the  poorest  quarter  of  the  fifteen-year-old  girls  and  16  per  cent, 
are  as  poor  as,  or  poorer  than,  the  poorest  2  per  cent,  of  the 
standard.  The  Grade  Group,  on  the  other  hand,  again  com- 
pare more  favorably.  They  are  as  skillful  and  work  as  rapidly 
in  proportion  to  their  accurac}'-  as  does  the  fifteen-year-old 
girl.     Whereas  32  per  cent,  of  the  Below-Grade  Group  are  as 


SUMMARY    AND    CONCLUSIONS  257 

poor  as,  or  poorer  than,  the  lowest  2  per  cent,  of  the  working 
girls — only  2  per  cent,  of  the  Grade  Group  have  scores  this 
low.  It  must  be  noted,  however,  that,  whereas  the  working 
girl  of  fifteen  markedly  surpasses  her  fourteen-year-old  record, 
our  subjects,  even  those  with  equivalent  schooling,  although 
they  are  twenty  and  a  half  years  old  on  the  average,  are  scarcely 
better  at  the  three  percentile  points  than  the  working  girl  of 
fifteen. 

Of  the  Maids,  72  per  cent,  attain  or  surpass  the  median  index 
record  of  the  working  girl  of  fifteen,  50  per  cent,  her  25th  per- 
centile record;  only  5.5  per  cent,  are  as  slow  as  the  record  that 
marks  the  75th  percentile  of  the  standard  group. 

It  does  not  seem  that  ability  to  sort  cards  either  quickly  or 
well  ought  to  depend  in  any  vital  way  upon  the  amount  of 
schooling  an  individual  fortuitously  secures.  If  skill  in  this 
test  correlates  in  any  measure  with  school  grade,  as  it  does, 
this  skill  must  presumably  be  due  to  something  inherent  in 
the  individual's  native  ability,  which  has  in  turn  enabled  her 
to  keep  up  to  grade. 

The  working  girls  of  fourteen  or  of  fifteen  are  better  on  the 
average  at  card  sorting  if  they  have  passed  the  8th  grade  than 
if  they  have  passed  only  the  5th  grade.  The  same  differences 
persist  among  our  subjects  who  have  been  out  of  school  5  years 
on  the  average.  In  other  words,  there  is  at  least  a  rough  cor- 
respondence between  efficiency  as  measured  by  this  test  and 
general  intelligence  as  graded  by  the  schools. 

The  results  of  different  investigators  in  the  relation  of  motor 
tests  to  general  intelligence  and  native  ability  have  not  always 
coincided.  Terman  and  Bagley  find  a  negative  correlation; 
Simpson,  a  slight  positive  one  between  intelligence  and  skill. 
We  find  for  the  Bedford  88  a  positive  correlation  of -1-.58  between 
rank  in  the  index  of  card  sorting  and  +.52  between  the  a  test 
index  and  rank  in  general  intelligence  as  estimated  by  the 
principal  of  the  Reformatory  school. 

In  the  cancellation  of  letters,  the  Reformatory  group  is  again 
more  accurate  for  the  most  part  than  the  standard  group — in 
this  instance  the  working  girl  of  fourteen.  Forty-nine  per  cent, 
cancel  at  least  as  many  of  the  a's  as  does  the  working  girl  whose 


258  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

record  marks  the  25th  percentile  score;  only  18  per  cent,  of  them, 
however,  cancel  an  equivalent  number  of  letters  in  the  same 
amount  of  time.  Seventy-one  per  cent,  equal  or  excel  the 
median  working  girl  in  accuracy,  but  only  36  per  cent,  have  an 
index  score  equal  to  the  median  standard  index.  Whereas 
only  18  per  cent,  are  as  inaccurate  as  the  least  accurate  quarter 
of  the  standard,  32  per  cent,  are  as  slow  as,  or  slower  than, 
the  slowest  standard  quarter.  Ten  per  cent,  are  as  slow  as, 
and  slower  than,  the  least  expeditious  2  per  cent,  of  the  stand 
ard. 

The  scores  of  the  Grade  Group  are  superior  to,  and  beyond 
the  range  of,  all  save  the  best  25  per  cent,  of  the  Below-Grade 
Group.  The  former  are  slightly  superior  but  parallel  pretty 
closely  the  range  and  distribution  of  the  fourteen-year-old  girl's 
index  scores;  none  of  them  are  as  slow  as  the  slowest  2  per  cent. 
of  the  standard,  whereas  27  per  cent,  of  the  Below-Grade  Group 
fall  at  or  below  such  a  rate  of  performance. 

The  College  Maids  are  superior  both  in  time  and  in  accuracy, 
to  the  standard  group.  While  but  44  per  cent,  are  as  quick  as 
the  best  50  per  cent,  of  the  standard  group,  38  per  cent,  equal 
or  excel  the  standard  25th  percentile  rate  in  speed  and  only  11 
per  cent,  are  as  belated  as  the  slowest  standard  quarter.  Sev- 
enty-eight per  cent,  of  them  are  as  efficient,  when  measured  by 
index  score,  as  the  median  Reformatory  subject. 

Our  7th  and  8th  Grade  Groups  cancel  the  number  "1"  as 
quickly  and  as  accurately,  on  the  average,  as  did  the  University 
women  who  were  tested  by  Woodworth  and  Wells.  The  5th 
and  6th  Grades  are  slower  in  their  average  scores,  by  17.3  sec. 
and  32.5  sec,  respectively,  the  Below-Grade  Group  by  69  sec. 
and  is  much  less  accurate.  All  but  3  scores  among  the  Below- 
Grade  Group  are  more  than  15  sec.  (the  M.V.  of  the  University 
women)  slower  than  the  average  score  of  the  University  women 
or  of  the  7th  and  8th  Grade  Groups  of  the  Reformatory  women, 
and  only  one  score  is  as  good  as  the  average  of  the  Universitj' 
group.  These  time  scores  are  not  an  index  but  are  the  actual 
average  time  consumed. 

In  the  cancellation  of  both  numbers  and  letters,  there  is  a 
tendency  for  individual  differences  to  be  more  pronounced  in 


SUMMARY   AND    CONCLUSIONS  259 

the  matter  of  rate  than  in  accuracy  of  performance.  There  is, 
however,  a  distinct  range  of  inaccuracy,  which  is  characteristic 
of  the  dullest  quarter  of  the  Reformatory  women. 

Memory  for  Numbers.  Of  the  Bedford  88  just  36  per  cent, 
have  a  memory  span  of  eight  numbers,  i.  e.,  that  of  the  median 
working  girl  of  fifteen.  Thirty-eight  per  cent,  recall  at  least 
one  number  less  than  seven,  the  score  which  marks  off  the 
poorest  quarter  of  the  working  children.  The  Cincinnati  group 
was  not  given  series  shorter  than  seven  numbers,  so  that  the 
exact  number  of  digits  which  can  be  recalled  by  those  whose 
span  is  less  than  seven  is  not  known.  The  per  cent,  of  seven 
numbers  which  they  recalled,  however,  may  be  taken  as  some 
indication  of  its  length.  Only  25  per  cent. — the  poorest 
quarter — of  the  working  girls  of  fifteen  recall  Jess  than  88  per 
cent,  of  seven  numbers,  whereas  56  per  cent,  of  the  Reforma- 
tory women  recall  no  more  than  that  per  cent,  of  the  seven 
numbers  series  and  23  per  cent,  recall  less  than  the  least  amount 
recalled  by  aiiy  of  the  working  girls  of  fifteen,  i.  e.,  57  per  cent, 
of  seven  numbers.  The  working  children  seldom  fail  to  recall 
all  of  the  seven  numbers  in  at  least  one  out  of  two  trials.  Of 
the  Reformatory  women,  38  per  cent,  have  a  memory  span  of 
not  more  than  six  numbers  and  30  per  cent,  fail  to  recall  even 
that  number.  Of  the  Maids,  78  per  cent,  recall  as  long  a  series, 
i.  e.,  eight  nurnbers,  as  the  median  working  girl  of  fifteen;  60 
per  cent,  recall  nine  numbers — the  25th  percentile  score  of  the 
working  girl  of  fifteen.  Longer  series  than  nine  numbers  were 
not  given  to  the  standard  group.  Two  series  ten  numbers  long 
were  given  to  the  Maids  and  the  Reformatory  group.  Of  the 
latter,  eight,  i.  e.,  9  per  cent.,  recalled  ten  numbers;  of  the  former 
four,  or  22  per  cent. 

The  length  of  number  series  recalled  by  the  group  of  the 
Binet  200  is  of  interest  here  to  indicate  results  obtained  by  a 
different  method  of  presentation  of  number  series.  The  results 
show  that  53  per  cent,  of  the  Binet  200  fail  to  recall  all  of  seven 
numbers  while  of  the  Bedford  88,  tested  with  the  visual-audi- 
tory-articulatory  form  of  presentation,  only  38  per  cent,  fail  to 
recall  the  seven  digit  series.  To  the  Binet  group  the  numbers 
were  read  aloud  by  the  experimenter  at  the  rate  of  one  each  half 
second;  the  subject  herself  did  not  see  the  numbers.     In  the  Binet 


260  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

series  the  subject  repeated  the  numbers  verbally,  in  the  Cin- 
cinnati series  she  wrote  them  down.  The  Binet  test  gave  three 
trials  for  each  series  of  a  given  length;  the  method  of  the  Voca- 
tional Guidance  Bureau  gave  but  two  trials  for  each.  The 
advantage  on  the  latter  score  lies  with  the  group  tested  by  the 
Binet  method  but  with  the  Cincinnati  series  in  the  rate  at 
which  the  numbers  are  presented  to  the  subject. 

Table  91  indicates  the  per  cent,  of  numbers  recalled  by  those 
of  the  Binet  200  at  the  different  mental  ages  as  established  by 
the  Binet  tests.  But  25  per  cent,  of  those  who  test  nine  years 
old,  17  per  cent,  of  those  who  test  eight  years  and  zero  per  cent, 
of  those  below  eight,  overlap,  in  memory  span,  the  better  60 
per  cent,  of  those  who  test  ten  years  old  or  the  better  72  per 
cent,  of  those  who  test  eleven. 

The  distribution  of  their  scores  most  nearly  resembles  that 
of  the  retarded  girl  of  fourteen,  for  52  per  cent,  succeed  in  re- 
calling as  much  as,  or  more  than,  the  median  among  this  group 
of  5th  and  6th  grade  working  girls,  and  42  per  cent,  recall  at 
least  as  many  numbers  as  does  the  best  quarter  of  this  retarded 
group  of  working  girls.  On  the  other  hand,  28  per  cent,  recall 
as  little  as,  and  less  than,  the  amount  recalled  by  the  poorest 
4  per  cent,  of  the  standard. 

In  memory  for  eight  and  nine  numbers,  the  per  cent,  which 
recall  as  much  as  the  median  of  the  standard  group  of  fifteen 
years,  and  the  retarded  girls  are 

8  Numbers 28.5  31.8  38.6 

9  Numbers 37.5  42.0  52.3 

In  memory  for  eight  numbers,  they  are  thus  inferior  even  to 
the  retarded  group;  in  memory  for  nine  numbers,  equal  to 
them.  In  memory  for  nine  numbers,  49  per  cent,  of  the  Bed- 
ford 88  are  as  poor,  or  poorer  than,  the  poorest  25  per  cent,  of 
the  working  children  of  fifteen,  and  25  per  cent,  recall  as  little 
as,  or  less  than,  is  recalled  by  the  poorest  4  per  cent,  of  the 
standard. 

Dr.  Woolley  found  a  more  pronounced  correlation  between 
general  intelligence,  as  estimated  by  the  schools,  and  (1)  memory- 
span  scores  and  (2)  the  per  cent,  of  seven,  eight  and  nine  num- 
bers recalled  than  with  any  other  test.     Simpson  found  a  higher 


SUMMARY   AND    CONCLUSIONS 


261 


positive  correlation  between  estimated  intelligence  and  memory 
for  words  than  in  any  test  except  hard  opposites. 

We,  too,  find  that  memory  for  numbers,  presented  as  these 
are  in  visual,  auditory  and  articulator^'  form,  separates  with  a 
very  clear  line  of  cleavage  the  Grade  from  the  Below-Grade 
Group.  In  memory  span,  and  in  per  cent,  of  seven,  eight  and 
nine  numbers  recalled,  over  75  per  cent,  of  the  Below-Grade 
Group  overlap  and  lag  behind  the  poorest  quarter  of  the  Grade 
Group.  And,  while  as  few  as  20,  10,  7  and  5  per  cent,  of  the 
Grade  Group  in  these  four  tests,  respectively,  recall  as  little 
as  the  poorest  13,  4,  2  and  4  per  cent,  of  the  standard  group, 
there  are  70,  56,  35  and  59  per  cent,  of  the  Below-Grade  Group 
who  recall  this  little.  The  Grade  Group  in  span  and  recall  of 
nine  numbers  is  the  equal  of  the  working  girl  of  fifteen.  In 
per  cent,  of  seven  and  eight  numbers  recalled,  their  scores  are 
inferior.  The  recall  of  eight  numbers  is  relatively  more  difficult 
for  our  subjects  than  for  the  standard  groups,  and  the  facts  seem, 
as  indicated  above,  to  point  to  possible  limitations  in  the  use 
of  visual  symbols,  to  a  difference  in  type  of  imagery  customarily 
used. 

TABLE  91 


Memoky  Span — Binet  Series. 

< 

6  Yrs. 

7  Yrs. 

8  Y'rs.     9  Yrs. 

10   Yrs. 

11  Yrs. 

Total 

Length  of  Number 

Series  Recalled 

6 

6 

6 

6 

d 

o 

d 

Z 

5^ 

^ 

fe? 

2 

^ 

^ 

fe^ 

^ 

6^ 

^ 

^ 

Z 

6=; 

■    7  Nos. 

1 

8.3 

11 

23.4 

36 

51.4 

29 

53.7 

77 

38.5 

Total  7  or  more  Nos. 

2 

16.7 

12 

25.5'A2 

60.0 

39\72.2 

95147.5 

6  Nos. 

2 

16.7 

18:38. 3i24 

34.3 

13  24.1 

57J28.5 

5  Nos. 

7 

46.7 

4 

33.3 

1021.31  3 

4.3 

0   0.0 

24:12.0 

5— Nos. 

2 

100 

8 

53.3 

4133.3 

714.9!  1 

1.4 

2|  3.7 

24112. 0 

Total  less  than  7  Nos. 

2 

100 

15 

100.0 

10 

83.3 

357-^.528 

40.0 

15;^7.5 

105 

52.5 

Totals 

2 

15 

12 

47         :70 

M| 

200 

These  tests  also  serve  the  purpose  of  isolating  fairly  fine 
gradations  of  individual  differences.  The  correlation  between 
the  rank  of  merit  in  these  tests  and  the  individual  ranking 
in  native  capacity  accorded  by  the  principal  of  the  institution 
school  is: 


r  =  +.66 

P.E.  =  .042 

r  =  +.65 

P.E.  =  .046 

r  =  +.62 

P.E.  =  .048 

r  =  +.60 

P.E.  =  .05 

262  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

Memory  span 
Recall  of  seven  numbers 
Recall  of  eight  numbers 
Recall  of  nine  numbers 

Substitution  Test.  A  learning  test  which  will  differentiate 
between  those  who  are  naturally  dull  and  not  able  to  learn  and 
those  who  have  good  native  ability  but  who  have  had  little 
opportunity  for  education  and  development  is  important  for 
clinical  and  institutional  purposes.  It  is  likely  that  some 
association  that  would  approximate  more  closely  the  actual 
learning  conditions  of  factory  and  store,  like  the  association  of 
stock  number  with  pictured  stockings  of  various  colors,  or  of 
stock  number  with  postal  cards  of  different  seasons,  viz.,  Christ- 
mas card  No.  804,  Easter  card  No.  429,  etc.,  would  give  a  truer 
measure  of  the  normal  adult's  ability  to  form  simple  every  day 
associations  than  does  the  Cincinnati  form  of  substitution  test. 
In  any  event  we  are  finding  that  the  less  obviously  associated 
numbers  and 'figures  of  the  latter  are  proving  more  difficult 
for  the  efficient  working  woman  of  twenty  to  learn  than  for 
the  working  girl  of  fifteen.  This  statement  is  based  pretty 
largely  upon  the  results  we  are  now  securing  for  a  group  of 
fiist  class  saleswomen  in  one  of  New  York's  larger  depart- 
ment stores,  who  are  doing  excellently  in  other  tests  of  the 
Bureau  of  Vocational  Guidance.  Of  the  College  Maids  the 
records  for  page  four  show  that  but  27  per  cent,  equal,  or  surpass, 
the  standard  median  in  accuracy  and  only  33  per  cent,  in  index 
scores. 

Two  things  are  obvious  from  the  results  of  this  test:  (1)  The 
Reformatory  women  are  nearly  as  able  to  make  the  substitutions 
from  the  key  as  are  the  working  girls  of  fifteen,  but  they  are 
slower  to  adapt  to  the  conditions  of  the  test.  This  is  evidenced 
by  the  fact  that  a  smaller  per  cent.,  not  only  of  the  Below-Grade 
Group,  but  of  the  Grade  Group  reach  the  median  of  the  Cin- 
cinnati girl  of  fifteen  on  the  first  and  last  pages  than  do  so  on 
the  second  and  third.  (2)  The  various  Reformatory  groups 
differ  more  from  the  standard  and  from  each  other  in  the  rate 
of  performance  than  they  do  in  accuracy  of  their  work. 


SUMMARY    AND    CONCLUSIONS  263 

On  page  one,  35  per  cent,  of  the  Bedford  88,  on  page  two,  42 
per  cent.,  and  on  page  tln-ee  40  per  cent,  have  an  index  score 
as  good  as,  or  better  than  that  of  the  median  working  girl  of 
fifteen.  On  page  four,  34  per  cent,  of  them  recall  as  much  as 
does  the  median  girl  of  fifteen.  In  index  score,  page  one,  19 
per  cent,  of  the  Bedford  88,  on  page  four,  16  per  cent,  reach,  or 
surpass,  the  25th  percentile  of  the  Standard  group,  while  52 
per  cent,  on  page  one  and  the  same  per  cent,  on  page  four  recall 
as  little  as,  or  less  than,  did  the  poorest  quarter  of  the  working 
girls.  Indeed,  on  pages  one  and  four,  32  per  cent,  recall  as 
little  as  the  poorest  three  and  five  per  cent,  of  the  Standard 
group,  respectively. 

Pages  one  and  four  divide  the  Reformatory  Women  into  two 
groups  which  confirm  the  public  school's  estimation  of  their 
intelligence;  they  separate  clearly  the  Grade  Group  from  the 
Below-Grade  Group.  On  page  one  the  median  score  of  the 
working  girl  of  fifteen  is  accomplished  by  65  per  cent,  of  the 
Grade  Group  in  accuracy  and  by  57  per  cent,  in  index,  whereas 
but  29  per  cent,  of  the  Below-Grade  Group  reach  this  standard 
record  in  accuracy  and  zero  per  cent,  in  index.  On  page  two 
78  per  cent,  of  the  Grade  Group  in  accuracy  and  63  per  cent, 
in  index  attain  the  median  standard  score  as  over  against  only 
44  per  cent,  of  the  Below-Grade  group  in  accuracy  and  but  9 
per  cent,  in  index.  On  page  three,  of  the  Grade  Group  80  per 
cent,  in  accuracy,  52  per  cent,  in  index  reach  the  standard 
median  score;  of  the  Below-Grade  Group  only  59  per  cent, 
reach  this  score  in  accuracy  and  but  21  per  cent,  in  index.  On 
page  four,  of  the  Grade  group,  43  per  cent,  attain  the  median 
score  of  the  working  girl  of  fifteen  in  accuracy  and  44  per  cent, 
in  index;  of  the  Below-Grade  Group  only  21  per  cent,  in  accur- 
acy and  18  per  cent,  in  index.  On  page  one  only  13  per  cent, 
of  the  Grade  Group,  whereas  65  per  cent,  of  the  Below-Grade 
Group  are  as  slow  or  slower  in  their  index  scores  than  the  poor- 
est 3  per  cent,  of  the  standard:  on  page  four  55  per  cent,  of  the 
latter  as  over  against  22  per  cent,  of  the  former  have  scores  as 
low  as  those  of  the  poorest  5  per  cent,  of  the  standard. 

The  correlation  between  estimated  innate  capacity  and  rank 
in  this  test  (index  score  of  page  four)  proves  to  be  somewhat 
less  than  that  in  the  other  tests — r  =  -|-.48;  P.E.  =  .058. 


264  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

The  index  of  the  first  page  is  prophetic  of  the  number  of 
pages  necessary  finally  to  learn  the  association.  The  data  upon 
which  this  statement  rests  will  be  published  elsewhere  in  a 
paper  on  the  rate  at  which  the  Reformatory  women  learn  to 
perform  such  simple  tasks  as  these  substitutions  at  a  normal 
rate  of  speed  and  with  a  normal  degree  of  accuracy. 

Completion  of  Sentences.  Sixty  per  cent,  of  the  Bedford  88, 
write  at  least  as  many  sentences  correctly  as  the  median  working 
girl  of  fifteen,  48  per  cent,  write  as  many  as  the  best  quarter 
of  the  standard.  Over  75  per  cent,  of  the  Grade  Group  are 
better  than  the  median  standard  record.  The  Below-Grade 
Group  and  the  Grade  Group  scores  overlap  scarcely  at  all; 
more  than  75  per  cent,  of  the  former  group  write  more  incorrect 
sentences  than  does  the  individual  that  marks  off  the  poorest 
quarter  of  the  latter.  Thirty-three  per  cent,  of  the  Below-Grade 
Group  are  poorer  in  their  score  of  the  number  of  sentences  cor- 
rectly written  than  any  of  either  the  Grade  Group  or  the  stand- 
ard group. 

In  the  number  of  ideas  expressed  in  response  to  the  initial 
words  of  this  test,  the  Reformatory  group  as  a  whole  have  out- 
distanced the  working  girl  of  fifteen.  Fifty-eight  per  cent,  of 
them  reach  or  surpass  the  median  standard  record.  Forty-one 
per  cent,  reach  or  surpass  the  25th  percentile  standard  record. 
The  two  groups,  Grade  and  Below-Grade,  are  definitely  segre- 
gated, but  curiously  enough,  the  various  grades  are  less  clearly 
separated  among  themselves  than  in  other  of  the  tests,  which 
are,  supposedly,  much  less  dependent  upon  school  drill.  Sev- 
enty-five per  cent,  of  the  Below-Grade  Group  express  as  few 
ideas  as  are  expressed  by  the  individual  who  marks  off  the 
poorest  quarter  of  the  Grade  Group. 

In  index  of  ideas,  the  Bedford  88  are  clearly  differentiated 
into  a  good  and  a  poor  group.  In  the  rate  at  which  their  ideas 
are  expressed,  56  per  cent,  attain  or  surpass  the  median  rate 
of  response  of  the  working  girl  of  fifteen,  i.  e.,  10.2  sec.  per  idea: 
42  per  cent,  attain  at  least  the  score  of  the  standard  25th  per- 
centile, i.  e.,  8.1  sec,  and  36  per  cent,  are  as  poor  as,  or  poorer 
than,  the  55th  percentile  standard  record.  Twelve  per  cent, 
are  as  slow  as,  or  slower  than,  the  slowest  1  per  cent,  of  the 
standard. 


SUMMARY    AND    CONCLUSIONS  265 

The  Grade  Group  is  superior  to  the  working  girl  of  fifteen  at 
all  three  percentiles  and  at  its  best  and  poorest  records,  while 
almost  70  per  cent,  of  the  Below-Grade  Group  take  at  least  one 
and  one  half  times  as  long  to  think  of  each  idea  as  the  poorer 
quarter  of  the  Grade  Group  or  as  did  the  median  working  girl 
of  fifteen.  Fifty-two  per  cent,  take  twice,  or  more  than  twice, 
as  long.  Of  the  Below-Grade  Group  26  per  cent.,  versus  3  per 
cent,  of  the  Grade  Group,  are  to  be  found  at  the  point  on  the 
scale  which  marks  off  the  slowest  1  per  cent,  of  the  standard. 
There  is  a  genuine  grade  correlation  both  among  the  working 
girls  and  the  Reformatory  subjects;  the  curves  of  the  various 
Reformatory  grade  groups  and  the  corresponding  ones  of  the 
working  children  coincide  closely. 

The  Reformatory  women  as  a  whole  lag  behind  the  working 
girl  of  fifteen  in  the  speed  icith  which  they  formulate  their  ideas, 
that  is,  as  measured  by  the  time  that  elapses  before  they  begin 
to  write  each  sentence  after  its  initial  words  are  exposed.  This 
in  many  cases  may  be  accounted  for  by  the  fact  that  they  formu- 
lated a  larger  number  of  ideas.  Only  38  per  cent,  of  them  reach 
the  median  record  of  the  standard  group  in  the  number  of  sen- 
tences which  they  begin  to  write  without  pausing  for  more  than 
two  seconds.  Of  the  Below-Grade  Group,  not  25  per  cent, 
begin  as  many  as  five  sentences  in  this  time,  the  number  which 
were  begun  by  the  median  working  girl  of  fifteen.  Of  the  Grade 
Group,  however,  approximately  45  per  cent,  begin  the  standard 
five  sentences  in  the  given  time  and  are  superior  in  the  number 
of  ideas  formulated  and  the  index  of  these  ideas.  Perhaps 
those  more  capable  of  formulating  a  greater  number  of  ideas 
ought  to  do  it  with  the  same  rapidity  as  the  duller  mind  formu- 
lates its  fewer  ideas.  If  so,  then  the  Bedford  88,  as  a  whole, 
are  slower  than  the  working  girl  in  this  respect. 

This  test  was  the  most  difficult  one  to  explain  to  our  subjects 
and  to  conduct,  yet  it  has  brought  out  a  response  apparently 
more  in  favor  of  our  subjects  than  did  the  other  tests.  For 
this  reason  and  because  our  method  varied  slightly  from  that 
of  the  standard,  further  work  should  be  done  with  it.  Some 
essay  to  explain  the  superiority  of  the  Reformatory  women  in 
the  number  of  ideas  expressed  and  in  the  number  of  sentences 


266  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

correctly  written  was  ventured  above.  It  is,  in  part,  certainly, 
the  result  of  quarantine  and  the  transient  need  it  created  for 
greater  self-expression.  Under  similar  conditions,  the  working 
girl  would  probably  write  more  expansively  also.  On  the  other 
hand,  the  ideas  expressed  by  the  criminal  woman  are  often 
diffuse  and  unorganized,  quite  lacking  in  the  conciseness  of 
mature  persons. 

Easy  Opposites  Test.  Of  the  Bedford  88  but  39  per  cent, 
attain  or  surpass  the  median  record  of  the  working  girl  of  fifteen; 
only  20  per  cent,  equal  or  surpass  the  25th  percentile  standard 
record,  and  47  per  cent,  fall  as  low  as,  or  below,  the  score  of 
71.2  per  cent,  of  the  20  words  correct- — which  score  marks  off 
the  poorest  quarter  of  the  standard  group.  Of  the  Grade 
Group,  54  per  cent,  attained  this  median  record;  of  the  Below- 
Grade  Group,  only  15  per  cent.  Of  the  Grade  Group,  31.5 
per  cent,  attained  at  least  the  25th  percentile  standard  record 
and  33  per  cent,  are  at  least  as  lacking  in  capacity  to  form  these 
simple  logical  associations  as  the  poorest  quarter  of  the  stand- 
ard, while  9  per  cent,  equal  or  surpass  the  poorest  1  per  cent,  of 
the  standard.  Of  the  Below-Grade  Group,  97  per  cent,  are  un- 
able to  form  these  associations  as  well  as  the  25th  percentile 
standard  girl;  73.5  per  cent,  are  no  more  able  to  do  so  than 
the  girl  whose  record  marks  off  the  poorest  quarter  of  the 
standard;  and  38  per  cent,  are  as  poor  as,  or  poorer  than,  the 
dullest  1  per  cent,  of  the  working  girls  of  fifteen.  Of  the  Maids, 
72  per  cent,  prove  as  capable  as  the  median  working  girl,  and 
33  per  cent,  equal  the  25th  percentile  record  of  the  standard. 

The  correlation  between  rank  in  time  and  accuracy  in  this 
test  for  the  Bedford  88  is  r  =  +.83;  P.E.  =  .029,  but  the  time 
required  to  attain  each  decreasing  degree  of  accuracy  increases 
in  proportion  to  the  time  required  by  the  normal  subject  to 
attain  the  same  degree  of  accuracy.  For  this  reason,  index 
scores  in  which  the  time  and  accuracy  both  figure,  indicate  more 
decided  individual  differences  than  accuracy  alone. 

The  easy  opposites  test  is  the  one  which  has  proved  most 
reliable  for  clinical  use  at  our  hands.  It  has  given  the  largest 
positive  correlation  among  our  tests  with  the  rank  in  native 
capacity  as  estimated  by  the  school  principal  and  with  the 
series  of  rate  of  learning  tests  above  referred  to,  which  have 


SUMMARY   AND    CONCLUSIONS  267 

been  conducted  in  addition  to  the  tests  of  the  Bureau  of  Voca- 
tional Guidance.  Between  the  rank  that  our  subjects  secured 
for  themselves  in  this  opposites  test  during  the  first  few  days 
after  entering  the  institution  and  the  rank  they  were  accorded 
by  the  school  principal  in  capacity  to  profit  by  reformatory 
training,  after  they  had  been  watched  for  eighteen  months  in 
the  institution,  r  =  +.79;  P.E.  =  .026.  This  correlation  warrants 
the  inclusion  of  this  test  in  the  group  selected  for  use  in  a  clear- 
ance house. 

The  words  of  this  test  are  of  markedly  unequal  difficulty. 
For  the  group  as  a  whole,  the  words  similar,  peace,  prompt, 
rapid  and  false  have  the  value  of  hard  opposites.  For  the  Below- 
Grade  Group,  the  words  enemy,  somj,  black,  soft,  rough,  narrow, 
evening,  stout,  and /ew,  in  addition,  are  so  difficult  that  from  41 
to  81  per  cent,  fail  to  get  the  exact  opposite  of  them,  while 
still  others  find  only  an  approximately  correct  response.  Even 
for  the  7th  and  8th  grades,  the  words  similar  and  peace  are  so 
difficult  that  61  and  51  per  cent.,  respectively,  fail  to  write  the 
correct  responses.  Thirty-four  per  cent,  fail  in  response  to 
prompt,  24  per  cent,  in  response  to  few,  17  per  cent,  in  response 
to  rapid,  14  per  cent,  in  response  to  rough,  soft,  and  false;  to  all 
the  others  only  10  per  cent.,  or  less,  fail  to  write  the  correct 
opposite.  There  is  opportunity  here  for  the  formation  of  a 
list  of  increasingly  difficult  opposites  which  would  be  of  genuine 
clinical  value. 

Conclusions 

In  Table  92  are  to  be  found  the  number  and  per  cent,  of  the 
Bedford  88  whose  records  (1)  come  within  the  range  of  the  best 
quarter  of  the  working  girl  of  fifteen,  (2)  equal  or  excel  the 
median  of  the  working  girl  of  fifteen,  (3)  the  median  of  the 
working  girl  of  fourteen,  (4)  the  median  of  the  retarded  working 
girl  of  fourteen,  (5)  the  75th  percentile  score  of  the  retarded 
working  girl  of  fourteen,  and  finally,  (6)  the  per  cent,  of  the 
Grade  Group,  the  Below-Grade  Group  and  the  Bedford  88  that 
are  to  be  found  at,  or  below,  that  record  point  in  the  curves 
for  the  working  children  which  marks  off  their  poorest  1  to  5 
per  cent.     These  figures  are  not  given  for  all  the  tests,  but  for 


268  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

a  selected  group  of  ten.  The  basis  of  those  selected  is  later 
explained. 

In  comparing  the  per  cent,  of  Reformatory  women  who  have 
equalled  or  surpassed  the  median  record  of  the  working  girl  of 
fifteen,  it  is  obvious  that  the  number  varies  from  test  to  test 
and  that  it  is  not  always  50  per  cent,  as  in  the  standard  group. 
Neither  is  the  per  cent,  of  our  subjects  who  come  within  the 
range  of  the  better  50  per  cent,  of  the  working  girl  of  fifteen, 
some  constant  lesser  per  cent,  than  50,  but  ranges  in  the  mental 
tests  from  28.4  per  cent,  in  the  "per  cent,  of  eight  numbers 
recalled"  to  60.3  per  cent,  in  the  "number  of  sentences  correctly 
completed."  It  is  obvious  that  some  of  the  tests  are  more 
difficult  than  others  for  our  subjects  in  comparison  with  their 
difficulty  for  the  working  girls.  The  mode  of  the  per  cent,  of 
the  Bedford  88  who  are  at  least  as  good  as  the  standard  median 
in  the  mental  tests  (including  tapping  test)  is  from  30  to  39  per 
cent. 

There  are  from  8  to  37  per  cent,  of  the  Bedford  88,  depending 
upon  the  test  in  question,  whose  records  are  at  least  as  poor  as 
those  of  the  poorest  1  to  5  per  cent,  of  the  fifteen-year-old  work- 
ing girls.  In  the  ten  selected  mental  tests,  the  average  per  cent, 
of  the  Bedford  88  for  whom  this  is  true  is  23,  the  median  25  and 
the  mode  32  per  cent.  It  may  easily  be  affirmed  then  that  at 
least  25  per  cent,  of  the  Bedford  88  have  decidedly  less  abifity, 
in  whatever  these  ten  tests  measure,  than  the  fifteen-year-old 
working  girl. 

From  27.3  per  cent,  of  the  Bedford  88  in  card  sorting  to  50 
per  cent,  in  page  four,  substitution  index,  scored  as  low  as,  or 
lower  than,  the  dullest  quarter  of  the  retarded  group  of  work- 
ing girls  when  retested  at  fifteen  after  a  year  of  working  ex- 
perience. Of  the  Bedford  88  the  median  for  the  ten  tests  who 
test  this  low  is  38.2,  the  average  is  39.5,  the  mode  37.6.  We 
may  therefore  set  it  down  with  some  finality  that  approximately 
40  per  cent,  of  the  Bedford  88  are  decidedly  less  efficient  in  what- 
ever these  tests  ineasure  than  is  ihe  average  Cincinnati  working- 
girl  of  fifteen.  The  other  60  per  cent,  represents  the  Grade 
Group  for  the  most  part,  and  all  the  curves  and  tables  of  this 
volume  show  that  they  parallel  in  the  range  and  the  distribu- 
tion of  their  records  those  of  the  total  group  of  the  fifteen- 
year-old  working  girls.     This  means  that  it  may  also  be  affirmed 


SUMMARY    AND    CONCLUSIONS  2G9 

that  about  S3. 3  per  cent,  of  the  Bedford  88  are  at  least  as  intelligent 
and  as  efficient  in  whatever  these  tests  nieasure  as  is  the  average 
Cincinnati  working-girl  of  fifteen.  Whether  this  third,  or  some 
proportion  of  them,  are,  in  addition,  normal  adults  in  their  ef- 
ficiency cannot  be  decided  at  present.  It  will  first  be  necessary 
to  determine  norms  for  a  larger  group  than  that  of  the  College 
Maids  of  efficient,  law-abiding,  working  women,  such  as  suc- 
cessful saleswomen,  housemaids,  laundresses,  factory  operators, 
etc.,  who  are  as  old  on  the  average  as  are  the  Bedford  women. 
Such  groups  are  being  tested  by  the  writer  and  at  the  present 
time  the  work  is  well  under  way. 

When  the  Cincinnati  Bureau  has  completed  its  work  and  the 
norms  are  available  for  the  maximal  development  of  its  sub- 
jects, when  we  have  at  hand  data  to  tell  us  in  what  tests,  to 
what  extent  and  for  how  many  succeeding  years  the  fourteen- 
year-old  girl  continues  to  show  increasing  skill  in  the  tests,  we 
shall  also  be  well  on  our  way  to  a  safe  estimate  of  how  many 
of  the  Reformatory  women  are  normal  for  their  age.  In  every 
phase  of  every  test  Dr.  WooUey  reports  that  the  working  girl 
at  fifteen  surpasses  her  record  of  fourteen  years  of  age.  If  at 
sixteen,  seventeen  and  eighteen  she  still  continues  to  do  better 
than  at  each  preceding  year,  then  there  are  very  few  of  the  type 
of  criminal  woman  that  is  sentenced  to  a  reformatory  such  as 
Bedford,  who  are  normal  adults  in  the  mental  characteristics 
and  abilities  measured  by  these  tests. 

The  records  of  our  group  of  College  Maids  serve  to  give  some 
indication  regarding  the  norms  of  the  efficient  working  woman 
and  of  what  one  may  expect  to  find  with  respect  to  the  develop- 
ment of  the  working  children  upon  their  re-testing  at  sixteen, 
seventeen  and  eighteen.  Roughly  speaking,  in  card  sorting, 
in  memory  span  and  easy  opposites,  70  per  cent,  of  the  Maids 
correspond  to  the  better  50  per  cent,  of  the  working  girls  of 
fifteen.  In  index,  page  four,  and  cancellation  of  a's,  a  smaller 
per  cent,  parallel  the  better  half  of  the  standard.  The  number 
of  Maids  is  small,  yet  it  may  be  surmised  that  since  they  do  not 
greatly  surpass  the  records  of  the  fifteen-year-old  children  of 
equivalent  schooling — the  working  children  who  enter  occupa- 
tion, and  who  prove  to  be  efficient  and  law  abiding — will  them- 
selves not  greatly  surpass  during  succeeding  years  their  fifteen- 
year-old  median  record  in  these  tests.     If  the  Maids'  scores  are 


270 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


typical  of  the  ability  of  the  majority  of  efficient  working  women, 
then  approximately  one-third,  i.  e.,  half  of  the  Grade  Group  and 
some  few  of  the  Below-Grade  Group,  test  up  to  the  standard  median 
record  of  the  normal  working  womeyi  in  a  majority  of  such  a  group 
of  tests  as  these  herein  described. 

I  suspect  that  from  15  to  20  per  cent,  of  women  such  as  are 
sent  to  Bedford  equal  the  average  of  the  better  type  of  sales- 
woman in  abihty,  that  another  25  per  cent,  equal  the  average 
housemaid  or  laundress  and  that  the  others  are  inferior  to  the 
average,  even  of  yet  less  skilled  workers. 

TABLE  92. 
Number  and  Per  Cent,  of  Bedford  88  Whose  Scores  Are 


At  or  Above 


At  or  Below 


C.15 

25th 

C.15 

C.14 

C.14 

C.14  Ret. 

Per- 

Median 

Median 

Ret. 

75th  Per 

centile 

Record 

Record 

Median 

Record 

Record 

Record 

^ 


fe? 


^ 


1.  Accuracy  Opposites  Test.        18    20.5'34   38.7 


34    38.7  37 


42.1 


41 


46.7 


2.  Index  of  Ideas — Completion 
of  Sentences  Test.  |37 


42.149    55.8:51!  58.0 


33 


37. 6t 


3.  Index  Page  I.  17    19.331!  35.337    42.1441  50.0 

4.  Index    Page    IV.     Suhstitu-  \     \ 

lion  Test.  14,  15.930,  34.134   38.7381  43.2 


42.1 
50.0 


5.  Memory  Span.  18  20.5  32|  36.4132 
Recall  of  7  Nos.  29  33.0  29  33.0  37 

6.  Recall  of  8  Nos.  Memory    12'  13.7'25;  28.4  28 
RecaUof9Nos.  Test        13  14.8|33  37.637 


36.4  55 
42.146 
31.9  34 
42.146 


62.6 
52.3 
38.7 
52.3 


37.6 
38.7 
37.6 
47.8 


7.  Index  Cancellation  Test.        1161  18.2|$ 


33 


37.539 


44.4 


30 


34.1 


8.  Index  Card  Sorting  Test.       12i  13.7  35 


39.8  54 


61.5  54 


61.5 


24 


27.3 


9.  No.  7'aps  in  60"  Right  Hand.  25    28.5  36   41.0|44 
10.  No  Taps  in  60"  Left  Hand.  31    35.3,49i  55.8  57 


50.044 
64.959 


50.0 
67.1 


44.4 
29.6 


*  No  data. 

t  C.  14  75th  Percentile  substituted,  for  there  was  no  C.  Retarded  14  75th 
percentile  computed  for  this  test. 
t  CanceUed  "m's." 


SUMMARY    AND    CONCLUSIONS 


271 


TABLE  92— Continued 

Per  Cent,   of  Grade   Group,   Below-Grade   Group,   and   Bedford 
Whose  Scores  Are 


At  or  Below 

Bedford 
Grade 
Group 

Bedford 

Below-Grade 

(iroup 

Total  88 

Per  Cent. 

Per  Cent. 

Per  Cent. 

1.  Poorest  one  per  cent,  of  C.15. 

9.0 

38.0 

20.0 

2.  Poorest  one  per  cent,  of  C.15. 

3.0 

26.0 

12.0 

3.  Poorest  three  per  cent,  of  C.15. 

4.  Poorest  five  per  cent,  of  C.15. 

13.0 
22.0 

65.0 
55.0 

32.0 
32.0 

5.  Poorest  one  per  cent,  of  C.15. 
Poorest /our  per  cent,  of  C.15. 
fi.  Poorest  tivo  per  cent,  of  C.15. 
Poorest  foiir  per  cent,  of  C.15. 

12.0 

10.0 

7.0 

5.0 

63.0 
56.0 
35.0 
59.0 

29.0 
28.0 
17.0 
25.0 

7.  Poorest  one  per  cent,  of  C.14. 

0.0 

20.0 

8.0 

8.  Poorest  two  per  cent,  of  C.15. 

2.0 

32.0 

16.0 

9.  Poorest  four  per  cent,  of  C.  15. 
10* 

23.0 

58.0 

37.0 

From  a  clinical  point  of  view,  when  one  has  obtained  the  re- 
sponses of  a  subject  in  these  tests  and  checked  each  test  with 
respect  to  whether  it  is  above,  below,  or  equal  to,  the  standard 
norm,  it  becomes  of  immediate  concern,  if  one  is  to  summarize 
the  record,  to  know  in  addition  in  how  many  or  in  which  spe- 
cific ones  of  these  tests  her  ability  should  be  above  the  median 
standard  record  to  approximate  the  normal.  It  may  be  that 
an  individual  whose  rank  is  high,  intermediate,  or  low,  in  one 
of  these  eleven  tests  of  the  Vocational  Guidance  Bureau,  or  in 
certain  phases  of  them,  will  not  have  an  identical  or  even  ap- 
proximately corresponding  rank  in  the  other  tests.  Too,  it 
may  be  that  to  be  above  the  median  of  the  fifteen-year-old  girl 
in  some  of  these  tests  is  a  sign  of  immaturity  rather  than  other- 
wise. For  the  present  we  have  not  calculated  correlations 
between  the  various  pairs  of  these  tests.  We  have  instead  cal-: 
culated  the  number  of  working  girls  and  of  Reformatory  women 
who  are   above  the  standard   median   score  in  from  all    (one 


272  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

hundred  per  cent.)  to  none  (zero  per  cent.)  of  a  selected  group 
of  ten  of  these  tests. 

The  tests  selected  for  this  comparison  were  those  which  seemed 
to  include  all  of  the  more  important  processes  tested  and  to 
exclude,  as  far  as  possible,  any  clear  and  extreme  instances  of 
reduplication.  The  records  selected  are:  (1)  accuracy  in  oppo- 
sites,  (2)  index  of  ideas  in  the  sentence  completion  test,  (3) 
memory  span,  (4)  above  the  median  in  two  out  of  three  of  the 
three  memory  tests  (recall  of  seven,  eight  and  nine  numbers), 
(5)  substitution  index,  page  one,  (6)  substitution  index,  page 
four,  (7)  index  in  cancellation  of  a's,  (8)  index  in  card  sorting, 
(9)  total  taps  of  right  hand  in  sixty  seconds,  (10)  total  taps  of 
left  hand  in  sixty  seconds.  In  the  fourth  item  the  memory 
tests  were  combined,  so  that  there  should  not  be  a  dispropor- 
tionate number  of  them.  Substitution  pages  two  and  three 
were  omitted,  so  as  not  to  duplicate  the  same  type  of  process. 
The  index  of  tapping  was  not  a  success  as  such  and  was  omitted 
because  the  results  were  ambiguous.  The  steadiness  test  was 
omitted,  inasmuch  as  it  seemed  to  be  more  largely  a  physical 
test  in  which  our  subjects  had  a  disproportionate  degree  of  suc- 
cess. The  number  of  plus  signs  in  this  latter  test  would  bring 
up  unduly  the  average  number  of  mental  tests  in  which  the 
Reformatory  subjects  were  above  the  standard  median  as  com- 
pared with  the  number  of  tests  in  which  the  working  girls  were 
themselves  above  their  own  median.  Our  aim  at  this  point  was 
to  compare  the  rank  of  the  two  groups  in  the  more  purely  "men- 
tal" tests. 

The  records  which  we  used  as  a  basis  for  the  calculation  of 
the  standard  norms  as  to  the  number  of  tests  in  which  the  work- 
ing girls  are  above  their  own  median  record  were  those  of  the 
public-school  girls  as  re-tested  at  fifteen.  Of  these  there  were 
109  after  all  individuals  had  been  discarded  for  whom  a  record 
in  any  one  of  the  ten  tests  in  question  was  missing.  The  median 
used  was  that  recorded  in  the  percentile  tables  in  the  preceding 
pages.  This  median  was  compiled  by  the  Bureau  of  Vocational 
Guidance  on  the  basis  of  both  Catholic  and  public  schools. 
When  we  discarded  some  of  the  public  school  records  and 
omitted  all  of  the  Catholic  school  girls,  we  shifted  the  balance 
somewhat,  so  that  exactly  50  per  cent,  do  not  come  above  the 


SUMMARY    AND    CONCLUSIONS  273 

score  that  was  the  median  score  of  the  original  number.  The 
Catholic  girls  Avere  omitted  partly  to  save  time,  but  chiefly 
because  so  few  of  our  subjects  had  been  educated  in  Catholic 
schools. 

The  109  Cincinnati  records  were  separated  into  two  groups, 
those  of  the  7th  and  8th  grades  taken  together  and  the  5th 
and  6th  grades  together.  These  were  then  each  again  divided 
into  groups  according  to  the  number  of  tests  in  which  an  indi- 
vidual's records  was  above  the  median  standard  score  for  each 
test.  Then  the  records  were  analyzed  to  see  if  there  was  a 
tendency  for  those  above  the  median  in  one  test  to  be  above  in 
all  the  others  and  for  those  who  were  below  the  median  In  one 
to  be  below  in  all,  or  if  the  tests  presented  individual  or  group 
differences  in  this  respect.     (See  Table  94.) 

Curve  95  gives  the  distribution  of  the  three  groups — the 
Bedford  Grade  Group,  the  Bedford  Below-Grade  Group,  and 
the  total  C.  15  public  school  group — in  the  ten  selected  tests. 
The  ordinate  marks  the  per  cent,  of  individuals  to  be  found  at 
any  point  on  the  abscissa;  the  abscissa  marks  off  the  number 
of  tests  in  which  the  subjects  have  a  score  above  the  median 
of  the  working  girls  of  fifteen,  i.  e.,  in  ten  tests,  nine  tests,  eight 
tests,  etc.  Table  93  indicates  the  number  and  percentages  upon 
which  this  frequency  curve  is  based. 

There  proves  to  be  a  fairly  wide  range  of  distribution  in  the 
standard  group  with  respect  to  the  number  of  tests  in  which 
any  individual  among  them  may  be  expected  to  be  above  the 
median  record  of  the  group.  The  median  number  and  the  mode 
is  6  tests,  Q  is  l}/2  tests.  Certainly  there  is  no  marked 
tendency  for  those  who  are  above  the  average  in  one  test  to  be 
above  in  all  of  the  ten,  or  for  those  who  are  poor  in  one  to  be 
poor  in  all  the  others.  Indeed,  only  3.4  per  cent,  are  above 
the  median  in  all  ten  tests,  6.2  above  in  nine.  The  median  for 
the  7th  and  8th  grades  taken  alone  is  7  tests,  the  25th  percentile 
is  8,  the  75th  is  6  tests.  The  5tK  and  6th  grades  alone  are  quite 
inferior  to  these.  The  25th  percentile  is  6,  the  median  4,  the 
75th  percentile  only  3  tests  among  the  10  above  the  median. 
As  compared  with  the  working  girls  of  fifteen,  the  Bedford 
Grade  Group  is  better  at  the  25th  percentile  by  one  test,  and 
is  the  same  at  the  median  and  75th  percentile  points.  The 
Below-Grade  Group,  on  the  other  hand,  is  unmistakably  infer- 
ior.    (See  Table  93.)     Only  20.5  per  cent,  are  above  or  equal 


274 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


to  the  median  in  as  many  tests  as  is  the  number  for  the  75th 
percentile  score  of  the  working  girls;  only  2.9  per  cent,  are  equal 
to  the  standard  median  in  6  tests,  the  number  of  tests  in  which 
the  median  working  girl  is  above  the  median  score  for  each 
individual  test.  Twenty-three  and  five-tenths  per  cent,  are  as 
poor  as  the  poorest  5.7  per  cent,  of  the  working  girls  and  41.2 
per  cent,  are  poorer  than  the  poorest  standard  record,  i.  e., 
above  the  median  in  fewer  tests  than  they. 

Thus  when  the  mentality  of  the  criminal  women  is  measured 
by  the  number  of  tests  in  which  their  ability  is  at  or  above  that  of 
the  median  working  girl  of  fifteen,  again  about  a  third  of  them 
(35  per  cent.)  fall  within  the  range  of  the  better  fifty  per  cent, 
of  the  working  girls  of  fifteen,  about  two-thirds  below  the 
median,  54  per  cent  poorer  than  all  but  the  poorest  25  per  cent, 
of  the  standard,  30.7  per  cent,  as  poor  as  the  poorest  5.7  per 
cent,  and  17  per  cent,  poorer  than  any  of  the  working  girls. 

TABLE  93. 

Per  Cent,  of  Subjects  Above  C.  15  Median  in  Given  Number  of  the 

Ten  Tests. 


No. 

of 

Tests 


10 
9 
8 
7 
6 
5 
4 
3 
2 
1 
0 


C.15  7  and  8|C.15  5  and  6 
Pub.  GradesiPub.  Grades 


Total  C.15 
Pub.  Grades 


Bedford 
Gr.  Group 


Bedford 
Below-Gr. 


Bedford 
Total 


No.     Per    I  No. 
Cent,  i 


3 

4 

10 

5t 

8 

2 

4 

2 

0 

1 

0 


7.0 

9.3 

23.3 

20.9 

18.6 

4.7 

9.3 

4.7 

2.3 


0 

2 

1 

6 

8 

14 

12 

12 

5 

6 

0 


Per 

Cent. 


3.0 

1.5 

9.1 

12.1 

21.2 

18.2 

18.2 

7.6 

9.1 


No. 


3 

6 

11 

15 

16 

16 

16 

14 

5 

7 

0 


Per 
Cent. 


3.5 

6.2 

12.2 

15.0 

15.4 

12.9 

13.7 

11.4 

3.8 

5.7 


No. 


Per 
Cent. 


5.6 

9.2 

13.0 

13.0 

14.8 
9.2 

14.8 
3.7 
7.4 
7.4 
1.9 


No. 


Per 

Cent. 


2.9 

11.8 

5.9 

8.8 

5.9 

23.5 

41.2 


No. 

Per 

Cent. 

3 

3.4 

5 

5.7 

7 

8.0 

7 

8.0 

9 

10.2 

9 

10.2 

10 

11.3 

5 

5.6 

6 

6.8 

12 

13.7 

15 

17.0 

43 


66 


109 


54 


34 


25th  Percentile 

Median 

75th  Percentile. 

Q 

Mode 


7     Tests 

6 

4 

lr2 

6 


8  Tests 
6     " 
4     " 
2     " 
6&4Tests 


Tests 


1 
0 

IH 
0 


*  Obtataed  by  taking  the  average  of  per  cents,  for  the  8th  and  7th  and 
5th  and  6th  grades. 

t  Those  italicized  include  the  median  record  of  the  group. 


SUMMARY    AND    CONCLUSIONS 


275 


35- • 
31 

31 
31 


no.cfZis'a 


'/      Be./ow  ^rade  ^.^Oc/p. 

—  c  IS  Pu/r  Sao^s    m 


10  I  ')\3\l\b\5\i\-3\2  ^ 


Curve  95. 

Per  cent,  of  Below-grade,  Grade  and  C.  15  public  group  who  are  above  C.  15  median  in 
Ten,  Nine,  Eight,  etc.,  of  the  Ten  Tests  Tabulated 


276  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

Another  question  of  importance  from  a  clinical  point  of  view 
is  whether  the  six  tests  in  which  the  median  working  girls' 
rank  is  as  high  as,  or  above,  the  median  girl's  are  consistently 
the  same  six  tests.  Do  those  who  are  above  in  nine  of  the 
tests  all  fail  on  the  same  test  or  do  the  tests  all  fare  alike  and 
does  a  chance  ten  per  cent,  of  the  failure  fall  to  each  of  the  ten? 
To  determine  this  the  records  of  the  working  girls  of  the  public 
schools  and  of  the  Reformatory  group  were  each  divided  into 
the  groups  who  were  above  the  median  score  in  nine,  eight, 
seven,  six,  five,  four,  three,  two  and  but  one  of  the  tests.  Each 
of  these  groups  was  then  checked  with  respect  to  the  number 
and  per  cent,  who  failed  to  reach  the  median  score  in  each  of 
the  ten  tests.  This  data  is  tabulated  in  Table  77.  The  number 
of  subjects  in  each  group  is  so  small,  however,  that  a  chance 
additional  failure  or  success  at  any  point  makes  a  dispropor- 
tionate amount  of  difference  in  the  percentages.  The  data, 
nevertheless,  do  show  that  none  of  the  ten  tests  is  markedly 
easier  or  more  difficult  for  those  of  the  subjects  who  are  above 
the  median  in  any  given  number  of  tests;  nor  are  there  any 
very  extreme  differences  between  the  working  children  and  the 
Reformatory  subjects. 


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20.0 
20.0 

16.7 

16.7 
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16.7 

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Bedford  88 

03 

1 

1.  Opjiositos  Ace. 

2.  Sentence  Index  Ideas 
8.   Memory  Span 

4.  Memory  7-8-9  Nos. 

5.  Sub.  Pg.  1  Index 

6.  Sub.  Pg.  4  Index 

7.  Index  Cancelation  "a" 

8.  Index  Card  Sorting 

9.  Tapping  60"  Right 
10.  Tapjiing  60"  Left 

Total  No.  of  Individuals 
in  each  Group 

C.1.5  Public   (109   Girls) 

Opposites  Ace. 
Sentence  Index  Ideas 
Memory  Span 
Memory  7-8-9  Nos. 
Sub.  Pg.  1  Index 
Sub.  Pg.  4  Index 
Index  Cancellation  "a" 
Index  Card  Sorting 
Tapping  60"  Right 
Tai)ping  60"  Left 

Total  No.  of  Individuals 
in  each  Group 

^  ci  ro  -^  LO  '.o  t^  X'  C".  o 

4_    m    O    05 


278  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

These  are  some  of  the  facts  established  as  a  result  of  the 
application  of  the  tests  of  the  Vocational  Guidance  Bureau 
among  the  inmates  of  the  New  York  State  Reformatory.  The 
significance  of  the  more  purely  physical  tests  is  more  or  less 
directly  evident.  The  relative  merits  and  value  of  the  mental 
and  motor  tests — card  sorting,  cancellation  of  a's,  memory  of 
visual-auditory-verbal  number  series,  substitution  of  numbers 
in  figures,  completion  of  sentences  and  easy  opposites — can 
best  be  determined  in  terms  of  the  normal  subject.  Which 
and  how  many  different  mental  functions  they  involve  and 
precipitate,  which  correlate  best  with  maturity  and  with  stand- 
ard degrees  of  efficiency,  can  best  be  analyzed  on  the  basis  of 
the  normal  groups  of  fourteen,  fifteen,  sixteen,  seventeen  and 
eighteen-year-old  school  and  working  children  and  a  group  of 
normal  working  women  such  as  the  Maids,  when  a  larger  num- 
ber of  them  has  been  tested.  There  are  however,  certain 
facts  which  become  more  evident  in  the  case  of  their  applica- 
tion to  a  less  normal  group,  such  as  the  Reformatory  one,  which 
should  be  noted.  The  most  fundamental  of  these  is  that  a 
simple  idea,  a  direction,  a  perception,  does  not  penetrate  and 
lead  out  into  successful  execution  for  any  save  the  better  third 
of  our  subjects,  unless  one  speaks  more  slowly  to  some,  repeats 
several  times  to  others,  and  explains  and  illustrates  to  yet 
others,  that  some  of  them,  even  so,  cannot  be  made  to  compre- 
hend what  is  expected  in  even  the  simplest  test.  There  is  no 
one  of  these  tests  in  which  there  is  not  manifested  for  the  duller 
two-thirds  of  our  subjects  differences  in  the  speed  with  which 
stimuli  reach  comprehension  and  comprehension  leads  to  exe- 
cution. This  lowered  permeability  must  of  necessity  result  in 
differences  in  speed  of  performance.  It  need  not,  frequently 
does  not,  lead  to  equally  marked  inferiority  in  the  character  of 
the  work  accomplished  once  the  directions  have  been  made 
emphatic  enough  for  comprehension.  Yet,  even  after  one  has 
made  the  directions  so  simple  that  they  are  clearly  understood, 
the  actual  time  consumed  in  perceiving  and  responding  to  the 
various  elements  in  the  tests  varies  enormoush'  from  individual 
to  individual  and  marks  off  the  poorer  ones  of  our  subjects 


SUMMARY    AND    CONCLUSIONS  279 

distinctly  from  the  better  tj'pe  of  working  girl  of  fifteen,  when 
sometimes  the  quality  of  their  work  would  not  differentiate  them 
so  clearly. 

In  the  card  sorting  test,  there  is  delay  in  turning  the  next 
card,  in  perceiving  its  color,  in  selecting  the  right  box  and  in 
dropping  it  in;  in  the  a  test,  they  are  slow  about  finding  the 
a's  in  the  line,  in  making  a  line  through  them,  in  satisfying 
themselves  that  it  is  done  and  in  passing  on  to  find  the  next 
line;  in  the  substitution  test,  it  takes  a  long  time  to  fix  the  form 
in  mind,  to  carry  it  to  the  key,  to  find  the  correct  number  and 
to  put  it  in  its  place.  Their  recall  of  material  to  be  remembered 
presents  the  same  spectacle  of  slowness  in  the  very  rate  at 
which  a  stimulus  travels.  The  actual  content  of  the  memory 
itself  is  much  more  likely  to  be  satisfactory.  If  in  recalling 
numbers  which  had  been  read,  the  writer  herself  had  to  wait 
so  long  before  writing  them  down,  they  would  meantime  be 
lost.  The  mind  of  these  women  at  work  is  so  slow  and  so 
narrowed  that  these  number  series  do  not  suffer  apparently 
from  other  thoughts  and  impressions  slipping  in  between  the 
reading  and  the  delayed  writing  of  the  series.  The  actual 
complexity  and  the  amount  of  content  which  they  can  remember 
is  certainly  not  safely  measured  b}^  a  simple  memory  test  of 
the  ordinary  sort,  repeated  once,  and  under  conditions  that 
move  too  quickly  for  their  rate  of  comprehension.  No  matter 
what  particular  process  the  test  itself  may  be  aimed  to  measure, 
their  responses  are  modified — increasingly  so  the  more  involved 
the  directions  or  the  more  difficult  the  performance  may  be 
for  them — by  the  ever-attendant  slowness  with  which  nearly 
all  new  circuits  of  stinmlus  and  response,  and  some  old  ones 
even,  are  completed  in  their  nervous  systems.  Each  test  sets 
forth  the  degree  to  which  each  has  been  accustomed  to  work 
unintelligcntly .  The  habitually  slow  rate  at  which  their  minds 
function  leads  to  unthinking  methods  of  work  in  the  end,  and 
this,  in  turn,  leads  around  in  a  circle  to  make  their  performances 
slower  than  they  actually  need  to  be.  Another  result  of  their 
habit  of  not  thinking  about  what  they  are  doing  or  about  what 
they  wish  to  accomplish  is  to  make  them  more  clumsy  in  their 
methods  of  work  than  such  a  group  as  the  Maids  or  than  they 


280  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

themselves  actually  need  to  be.  Unless  one  watch  unceasingly 
they  will  begin  to  work  without  having  understood  the  direc- 
tions, without  asking  any  questions,  perhaps  even  having  said 
that  they  do  understand  exactly  what  it  is  ihey  are  to  do.  Their 
unthinking  methods  are  evident  throughout  all  the  tests.  In 
the  card  sorting,  they  fail  to  step  squarely  in  front  of  the  box. 
They  stand  too  far  away  to  secure  maximum  speed,  hold  the 
cards  in  an  awkward  fashion  and  frequently  do  not  use  the 
thumb  of  the  left  hand  to  aid  in  the  sorting.  The  mere  method 
of  handling  the  cards  is  often  so  clumsy  and  slow  as  to  take 
almost  as  long  to  sort  the  same  number  of  blank  cards  as  to 
sort  the  colors  where  discrimination  is  involved.  In  the  a 
test,  the  substitution  test,  and  those  where  the  response  must 
be  written,  whereas  the  Maids  drew  their  chairs  up  to  the  table, 
seated  themselves  m  the  most  comfortable  positions,  adjusted 
themselves  so  as  to  secure  a  maximum  of  efficiency,  a  majority 
of  the  reformatory  group  sat  in  awkward  positions,  moved  up 
to  the  table  and  held  the  paper  upon  which  they  were  writing 
from  slipping  with  the  left  hand  only  after  they  were  told  to 
do  so. 

Under  these  conditions,  "common  factors"  that  tend  to  make 
an  individual  among  them  who  does  poorly  in  one  test  do  poorly 
in  the  others,  may  not  mean  that  she  is  equally  lacking  in 
actual,  final  ability  to  remember,  form  simple  associations, 
discriminate  between  two  figures  that  differ  but  slightly,  per-, 
form  simple  motor  co-ordinations,  complete  sentences,  and 
think  logically  enough  to  produce  simple  ideas  opposite  to  each 
other  in  meaning. 

The  fact  that  in  many  of  the  foregoing  tests  these  women 
vary  less  from  the  normal  in  accuracy  of  performance  than  in 
rate  of  performance  is  not  without  its  educational  significance. 
Moreover,  because  an  individual's  initial  effort  in  such  motor 
tests  as  cancellation  of  letters  and  sorting  cards  falls  even  far 
short  of  the  initial  effort  of  the  better  type  of  Reformatory 
subject,  the  working  girl,  or  efficient  working  woman,  it  does 
not  of  necessity  follow  that  she  cannot  be  taught  in  the  end  to 
be  as  rapid  and  able  a  worker  as  they,  though  it  is  certain  that 
it  will  take  a  longer  time,  greater  effort  and  more  speciahzed 


SUMMARY    AND    CONCLUSIONS  281 

training  than  has  heretofore  fallen  to  her  lot,  to  bring  her  to 
this  degree  of  efficiency. 

The  series  of  rate  of  learning  tests  which  has  been  carried 
on  simultaneously  with  this  study  proves  that  almost  the 
dullest  among  our  subjects  can  attain,  and  maintain  with  fair 
success,  a  normal  rate  of  performance,  but  that  this  state  of 
proficiency  is  accomphshed  only  with  many  times  the  normal 
amount  of  practice.  It  repeatedly  happens  that  a  subject  who 
has  so  completely  failed  to  learn  the  substitution  test  in  the 
standard  three  pages  that  this  simple  mental  habit  seems  to 
be  entirely  beyond  her,  does,  nevertheless,  ultimately  acquire  it 
and  will  succeed  in  making  the  substitutions  as  accurately  and 
as  quickly  as  the  standard  group  if  given  twenty  instead  of 
three  preliminary  pages.  Repeatedly  the  teachers  of  the  Re- 
formatory school  may  be  heard  to  say:  "I'd  give  up  trying  to 
teach  Emma  if  it  were  not  that  Annie  and  a  dozen  others  who 
were  even  more  stupid  if  possible,  suddenly  began  to  learn  one 
day  and  actually  read  in  the  third  reader  and  succeeded  in  cook- 
ing and  making  paper  boxes  as  well  as  some  of  the  brighter  girls." 

When  one  has  recognized  and  satisfactorily  explained  this 
slow,  yet  really  existent  ability  to  learn  and  then  has  evalu- 
ated it  in  terms  of  their  social  requirements  and  facilities  for 
training,  the  problem  of  how  to  understand  and  deal  with  the 
criminal  woman  will  have  been  in  large  part  solved.  The 
maximal  time  that  the  institution  can  afford  to  spend  in  train- 
ing any  given  individual  must  be  estimated  and  the  point  in  a 
scale  of  intelligence  must  be  determined  where  the  duller  ones 
will  fail  to  put  their  skill,  once  it  is  acquired,  to  good  use  after 
they  are  paroled  and  discharged.  Unquestionably,  life  de- 
mands more  than  acquired  technique  in  some  given  performance 
and  exacts  upon  manj^  occasions  quicker  powers  of  adaptation 
than  the  slower  ones  of  our  group  possess. 

The  Laboratory  has  secured  an  exact  measure  of  how  long 
it  may  take  to  train  typical  individuals  to  do  various  simple 
tasks  of  the  sort  that  will  be  required  in  the  occupations  open 
to  them.  There  was  found  to  be  a  very  high  positive  correlation 
between  the  speed  at  which  certain  typical  operations — packing 
spools,    inspecting   number   combinations,    etc. — were   done   in 


282  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

the  beginning  and  the  length  of  time  required  to  bring  the  time 
of  performance  down  to  a  fair  normal  rate.  With  this  fact 
established,  it  remains  only  to  determine,  as  stated  above, 
which  subjects  will  make  use  of  such  training,  and  which  ones 
and  how  many  the  institution  has  the  equipment  to  train. 

The  value  of  recognizing  that  with  this  type  of  woman  initial 
inabiUty  to  comprehend  is  not  a  sign  of  final  inability  to  under- 
stand and  to  accomplish,  but  rather  a  measure  of  her  greater 
slowness  to  do  so,  has  been  demonstrated  in  a  practical  way  in 
the  method  of  teaching  and  re-education  employed  in  the 
Reformatory  school.  The  method  was  largely  the  outcome  of 
Dr.  Davis's  patience  with  the  women  in  her  charge  and  of  her 
faith  in  the  worth  of  putting  forth  every  effort  to  make  the 
most  of  each  of  them.  If  it  was  possible,  each  was  to  be  taught 
to  cook,  to  read  enough  to  follow  a  simple  recipe,  to  do  simple 
sums  that  would  enable  her  to  find  out  how  many  eggs  and  how 
much  sugar  must  be  used  if  but  one-fourth  of  a  given  recipe  was 
desired.  It  proved  possible  in  the  end  to  teach  most  of  them 
these  things  and  the  results  were  sometimes  astonishing  when 
compared  with  the  original  stupidity. 

Think  when  you  ivork  is  the  burden  of  the  teaching  in  the 
Reformatory  school.  The  main  endeavor  is  to  teach  these 
women  who  have  hitherto  either  not  learned  at  all  or  learned 
each  new  task  blindly  without  comprehension,  that  their  work 
will  be  made  easier  and  they  themselves  better  workers  if  they 
will  but  learn  to  formulate  their  problems,  to  consider  the  pur- 
pose of  their  endeavor,  to  think  exactly  what  it  is  they  want  to 
do  and  then  to  form  a  clear  idea  of  the  means  to  be  employed 
in  its  solution  and  performance,  to  consider  how  best  they  may 
accomplish  it.  After  a  few  months  in  school,  results  appear. 
The  women  begin  to  do  everything  better,  even  new  things 
which  they  have  never  clone  before.  It  sometimes  looks  like 
a  striking  instance  of  the  transference  of  training  but  it  is  merely 
the  fruit  of  bringing  to  their  unalert  consciousness,  by  emphasis 
and  repetition  and  careful  selection  of  problem,  the  method  of 
successful  work,  i.  c,  to  think  when  trying  to  do  anything  new. 

The  method  has  worked  so  well  in  the  training  and  develop- 
ment of  women  already  convicted  of  crime  that  those  in  charge 


SUMMARY    AND    CONCLrSIONS  283 

of  the  classes  for  defective  children  in  our  public  schools  may 
well  expect  to  train  some  of  this  type,  while  they  are  yet  children, 
to  be  more  efficient  and  thus  to  minimize  that  portion  of  crime 
that  is  due  merely  to  lack  of  training  and  failure  to  analyze 
situations.  This  method  will  tend  to  lessen  the  number  of 
those  who  must  be  classified  as  feeble-minded  if  required  to 
learn  at  the  average  normal  rate,  of  whom  not  a  few  are  certain 
to  develop  and  become  reasonably  efficient  when  given  special 
training. 

At  best  strong  character  cannot  be  the  rule  among  indi- 
viduals, two-thirds  of  whom  have  less  intelligence  than  that 
possessed  ]:)y  the  average  individual  among  a  group  of  children 
of  fifteen  (of  whom  half  are  themselves  retarded),  and  almost 
surely  not  when  they  have  been  too  untrained  industrially  to 
be  efficient  and  too  unschooled  socially  to  have  acquired  simple, 
everyday  habits  of  restraint  and  inhibition.  With  no  greater 
capacity  to  appreciate  logical  relations  and  consequences  than 
they  have,  it  is  not  surprising  that  there  has  been  lacking  in 
their  conduct  the  motive  and  ivill  to  select  for  themselves  those 
lines  of  conduct  most  reasonable  and  fortunate,  let  alone  most 
wholesome.  Even  if  they  deliberately  disregard  ordinary  so- 
cial requirements  and  standards,  still  they  are  too  childish  to 
secure  for  themselves  any  but  the  most  meager  advantages 
from  their  activities.  The}'  have  made  a  failure  of  prostitu- 
tion, even  as  thej'  have  made  a  failure  of  everj^thing  else. 
Scanty  indeed  is  the  comfort  or  happiness  that  has  fallen  to 
their  lot.  They  have  not  the  wit  to  escape  fine  and  arrest 
and  few  come  to  the  Reformatorj-  who  are  not  woefully  ill-clad 
and  unkempt. 

Even  the  more  intelligent  third  of  the  Reformatory  subjects 
differ  ver}^  obviouslj'  and  unmistakably  in  stability  and  emo- 
tional control  from  the  group  of  ^Vlaids.  The  ]\Iaids  are  more 
self-contained;  they  consistently  employ  more  mature  judgment 
in  the  conduct  of  their  affairs.  They  are  more  consistent  in 
their  aims  and  evaluation  of  themselves  and  their  work.  They 
show  more  perseverance  in  their  undertakings.  They  are  with- 
out the  superstitiousness  and  egoism  of  the  general  run  of  Re- 
formatory subjects.     To  most  of  them  it  was  a  simple  matter 


284  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

to  explain  what  the  tests  were  for  and  to  secure  their  co-opera- 
tion. They  were  glad  to  do  their  best  and  were  quite  free  from 
selfconsciousness.  The  Reformatory  women,  on  the  other 
hand,  unless  they  were  tested  during  quarantine,  as  the  Bed- 
ford 88  were,  when  there  was  no  one  to  mislead  them,  demanded 
elaborate  and  often  repeated  explanations  of  the  need  to  do 
their  best,  of  what  the  tests  were  for,  etc. 

A  certain  amount  of  emotional  stability  is  another  pre- 
requisite for  reformation,  and  such  stability  may  or  may  not 
accompany  a  fair  degree  of  mental  ability.  Other  tests  that 
will  give  standard  results  with  respect  to  these  differences  in 
maturity  of  judgment,  absorption  in  work,  self-control,  etc., 
between  the  normal  working  woman  and  the  reformatory  type 
must  be  added.  Tracing,  the  star  in  a  mirror  and  other  tests 
of  rate  of  learning  that  demand  adaptation  and  persistent  at- 
tention to  the  work  in  hand  usually  precipitate  reactions  that 
are  a  fairly  true  measure  of  emotional  control  and  capacit  to 
work  steadily. 

Whatever  hope  there  may  be  of  the  development  and  reforma- 
tion of  these  women  lies  in  the  firm  establishment  of  saner 
habits  of  conduct  and  in  cultivating  to  the  uttermost  the  intel- 
ligence which  they  have.  The  problem  of  the  reformability  of 
any  given  individual  is  largely  a  question  of  the  character  of 
the  habits  of  thought  and  behavior  she  already  has,  of  their 
persistence  and  force  on  the  one  hand,  and  of  her  emotional 
stability  and  her  capacity  to  acquire  new  habit  formations  on 
the  other.  How  the  balance  lies  between  these  two  factors  is 
the  fundamental  problem  in  their  re-education.  As  might  be 
expected,  many  of  them  establish  habits  of  action,  not  intelU- 
gently,  but  in  a  trial  and  error  fashion,  reacting  blindly  to  each 
new  situation.  This  has  its  advantage  in  that  one  set  of  habits 
is  not  apt  to  inhibit  the  formation  or  the  functioning  of  a  new 
set  of  responses.  They  are  unresisting  and  willing  to  learn 
whatever  one  wishes  to  teach  them.  The  same  happy-go-lucky 
capacity  to  accept  unreflectively  each  day's  events  as  they 
come,  is,  however,  the  real  obstacle  that  one  meets  in  the  task 
of  reformation,  because,  when  restored  to  their  former  environ- 
ment, the  habits  they  had  previously  formed  will  tempt  them 
back  to  their  former  waj's  of  living. 


SUMMARY    AND    CONCLUSIONS  285 

The  success  the  Institution  has  had  in  reforming  so  many  of 
its  charges  has  been  due  to  a  variety  of  things,  among  which 
two  stand  out  most  clearlj'.  In  the  first  place,  it  has  been 
due  to  the  skill,  patience,  and  persistence  with  which  even  the 
dullest  inmate  has  been  taught  better  habits  of  work  and 
play.  In  the  second  place,  the  capacity  of  this  type  of  woman 
for  personal  devotion  has  been  appreciated  and  fostered.  No- 
where does  the  childishness  of  these  women  became  so  appar- 
ent as  in  their  responsiveness  to  the  interest  and  affection  of 
the  officers.  Inevitably,  the  call  of  old  stimuli  is  often  too 
strong,  but  when  these  women  mean  to  do  right  and  do  try  to 
keep  their  paroles,  it  is  usually  in  part  at  least,  because  of  ap- 
preciation for  some  person,  who  has  been  for  them  a  real  ideal. 
On  the  whole,  it  is  rather  encouraging  that  so  many  of  them  in 
eighteen  months  learn  to  be  more  scrupulous  in  matters  of  personal 
cleanliness,  learn  to  develop  enough  resources  within  themselves 
to  enjoy  being  alone  at  times,  learn  to  be  responsible  in  the 
face  of  considerable  difficulty  for  some  one  piece  of  work,  to 
sew,  to  mend  and  to  keep  regular  hours,  that  to  so  many  there 
comes  some  perspective  and  some  realization  of  the  fact  that 
freedom  does  involve  responsibilitj^,  that  every  privilege  exacts 
some  service  rendered. 

In  the  Institution,  the  rank  and  file  are  uncomplaining, 
cheerful  and  generous.  They  are  far  more  loyal  to  each  other 
than  women  or  men  selected  at  random  elsewhere  would  be. 
Loyalty  is  one  of  the  unwritten  laws  of  the  life  they  have  led 
and  their  responsiveness  to  this  standard  illustrates  that  school 
and  society  may  also  hope  to  find  ways  to  instill  some  of  its 
essential  and  accepted  ethical  concepts  and  rules  of  conduct. 
They  are  naturally  active.  They  like  to  cook  and  to  scrub. 
They  are  willing  to  be  taught  to  do  these  things.  They  are  full 
of  enthusiasm  for  out-door  work,  pitching  hay,  planting  corn, 
filling  the  silo,  digging  potatoes,  cutting  ice.  Even  the  most 
excitable  and  unstable  like  out-of-door  work  and  will  be  self- 
contained  and  "good"  for  days  for  the  privilege  of  making  a 
cement  walk.  As  already  stated,  they  like  school  under  insti- 
tutional conditions.  Of  course,  they  are  perpetually  talking 
about  their  "freedom"  and  are  restless  to  be  paroled.     They 


286  THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 

are  unreasonable  at  many  points  and  are  punished  day  in  and 
day  out  for  childish  quarrels  or  unreasonable  outbursts  of  tem- 
per. But,  on  the  whole,  two-thirds  of  them  are  tractable  and 
responsive  and  some  appreciable  number  of  them  at  least,  other 
things  being  equal,  may  be  trained  to  be  efficient  and  be  taught 
a  reasonable  measure  of  self-control.  Perhaps  this  would  be  true 
for  more  of  them,  if  their  sentences  were  longer.  As  this  ^\''ork 
has  proceeded  the  writer  has  felt  increasingly  sure  that  it  would 
have  been  true  for  a  much  higher  per  cent,  if  each  girl  could  be 
put  through  a  careful  examination  in  a  clearing  house  at  the 
time  of  her  first  offense,  sentenced  in  accordance  with  her  needs 
and  capacities,  and  then  have  been  followed  up  until  each 
had  received  the  discipline  and  the  training  found  to  be  essential 
to  the  development  of  her  self-control,  industrial  efficiency  and 
good  citizenship. 


APPENDIX 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN- 


TABLE  73. 


B:elow-Grade  Group. 


o 

60 

43 

ja  CO 

W     4i 

0 

c 

a 
0 

03 

0  « 

d    C 

c 
o 

(4 
0 

■ta  _ 

Alleged  reason  for  leaving 

0  ^ 

en 

0  a 

6 

0    0 
M)  j3 

^1 

08 

0    0 

2    <D 

S  > 

'^ 

<    ^ 

<    & 

^-o 

^  £ 

<    ^ 

•<  'Si 

38 

13 

To  keep  house  for  father. 

15 

2 

15 

4.25 

0 

65 

15 

Needed  to  go  to  work. 

15 

3 

13 

3.50 

'A 

122 

16 

Went  6  months  to  technical    school. 
Hated  it.     People  wanted  her  to  go  on. 

16 

3 

65 

7.00 

0 

123 

12 

Mother  wanted  her  wages  and  work. 

13 

6 

52 

2.50 

AU 

124 

13 

Left  to  earn  her  Uving. 

13 

1 

156  B.+2.00 

XI 

8 

13 

Wanted  to  work. 

13 

2 

156  B.+4.25 

X 

222 

14 

Didn't  like  school. 

3 

51 

14 

Liked  school  but  wasn't  well. 

14 

1 

156 

0 

None 

56 

14 

Didn't  like  school. 

16 

1 

156 

7.00 

X 

92 

14 

Out  a  lot.     Didn't  like  school;    didn't    like 
to  work  either. 

15 

2 

13 

4.00 

X 

101 

•14 

Very  bad  eyes  made  school  hard. 

14 

2 

65 

4.50 

X 

112 

11 

Because  of  St.  Vitus  Dance. 

11 

2 

156 

4.00 

0 

127 

13 

From  2  to  13  in  orphan  asylum,  St.  Joseph's 
Home  in  Brooklyn.     At  13  sent  home  to 
help  her  sister. 

15 

2 

156 

6.50 

0 

24 

14 

Didn't  like  school;  couldn't  learn. 

14 

1 

104 

6.00 

All 

29 

13 

Hated  school. 

14 

1 

104 

12.00 

X 

42 

14 

Family  large  and  she  needed  to  go  to  work 

14 

1 

104  B.+2.25 

X 

87 

13 

Father  drank.     Kept  her  out  always. 

15 

2 

156 

5.25 

All 

102 

14 

Hated  school;  wouldn't  go;  couldn't  learn. 

14 

2 

64 

5.00 

All 

115 

13 

On  account  of  eyes.     Liked  school. 

16 

1 

4 

B.-I-2.00 

0 

20 

14 

Didn't  like  school;  couldn't  learn. 

14 

1 

12 

7.00 

0 

53 

14 

Played  truant  and  left  as  soon  as  she  could. 

4 

81 

11 

Family  made  lier  go  to  work. 

11 

2 

52 

5.00 

All 

85 

14 

In  CathoHc  Protectory.     They  took  her  out 
of  school  at  14. 

16 

? 

104 

4.00 

All 

91 

12 

Didn't  like  teachers;  couldn't  learn;  hated 

it. 
Too  feeble-minded  to  tell  her  story. 

14 

5 

156 

B.+4.00 

0 

104 

? 

? 

? 

? 

? 

0 

114 

13 

In  special  class;  couldn't  learn. 

14 

i 

8 

5^00 

All 

18 

0 

Never  went  to  school. 

5 

352 

0 

Had  epilepsy  and  never  was  sent  to  school. 

6 

^  In  this  and  the  following  tables  X  indicates  facts  could  not  be  ascertained; 
?  that  the  subject  was  uncertain  of  the  data. 

-  Subjects  22  and  35  are  Lizzie  Brown  and  Laura  Lre,  two  of  the  8  women  of 
the  county  study,  referred  to  page  1 . 

'  Never  worked. 

^  Home  5  years. 

5  Too  dull  to  tell  it  straight. 

^  Too  feeble-minded  to  tell  her  story. 


APPENDIX 


289 


TABLE   73— Continued 


B 

s 

M 

o 
d 

a 

1 

®  2 

SKI'S 

Alleged  reason  for  leaving 

2.M 
o  c 

2 

6'^ 

O 
to 

o 

d  o 

V 

Pi 
10 
bll 

a 
bo 

as 

Es   g 
o  a 

ii 

^ 

«!  fe 

<  ^ 

^5 

^  a 

<)  ^ 

<i"a 

40 

0 

Never  went  to  school.     Stayed  home  and 
helped  mother  make  lace  collars.     Earned 
$2.50    a    week.     The    mother    died    and 
she   went   to   hve    with  a  sister    and    to 
work  in  a  laundry. 

13 

1 

52 

8.00 

All 

44 

0 

Never  went  to  school. 

14 

1 

36 

6.50 

X 

64 

0 

Never  went  to  school.     Parents  died  when 
she  was  2  years  old  and  her  sister  gave 
her  a  home. 

13 

1 

104 

B.+  1.50 

AU 
to  sis- 
ter. 

128 

0 

No  school  in  Russia.     Came  to  America  at 
14. 

14 

3 

130 

X 

X 

108 

0 

Never  went  to  school. 

10 

3 

156 

B.+  .19 

All 

116 

0 

No  schooling.     Was  put  in  school  in  insti- 
tution.    Couldn't  learn. 

7 

Vth  Grade  Group 


16 
14 
15 
14 
13 

13 

17 


12 
14 


To  work;  needed  money. 

Didn't  care  for  school.     Wanted  to  work. 

Didn't  Uke  school.    Stopped  to  get  a  change. 

Didn't  like  school.     Wanted  to  woi-k. 

Put  out  at  work  by  Dominican  Sisters  who 

brought  her  up  at  14. 
Brother  sent  for  her  to  come  to  America  to 

work. 
To    support    herself.     Parents    dead.     She 

went  to  Holy  Cross  School,  an  especially 

good  Catholic  school. 
Aunt  kept  her  home  to  help  with  work. 
To  go  to  work  when  father  was  killed. 


16 

2 

52 

14 

3 

143 

15 

3 

117 

14 

3 

156 

14 

3 

134 

14 

3 

86 

17 

3 

85 

15 

2 

156 

14 

2 

104 

6.00 

10.00 

5.50 

5.50 

6.00 

B.+5.00 


B.+3.00 

3.40 
B.+4.00 


VIth  Grade  Group 


3 

14 

Wanted  to  work. 

14 

2 

43 

4.00 

X 

5 

12 

X 

12 

3 

156 

7.50 

X 

7 

14 

Ran    away    from    school.     Stopped    after 

leaving  Hudson. 

17 

3 

29 

B.+3.00 

X 

10 

13 

Parents  died  when  she  was  3  and  she  was 
put  in  Home  for  6  j'ears. 

:o 

13" 

15 

Needed  to  help  out;  so  many  in  familv. 

15 

1 

104 

B.+3.00 

All 

21 

15 

In    school    when    sent    here.     Didn't    hke 
school. 

12 

^  Too  feeble-minded  to  tell  story. 

"  All  to  mother. 

^  Paid  board  to  uncle. 

"  Has  never  worked. 

'^  "Esther  Wenn,"  another  of  the  related  group  of  the  Community  Study. 

12  Never  worked. 


290  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

VIth  Grade   Group — Continued 


a 

■a  p 

t> 

p. 

?r.2 

1 

a 

1^ 

=5    o 

A    CO 

o 

s 

a 

O 

■<3    o 

Alleged  reason  for  leaving 

2^ 

c  ia. 

d 

®    2 
be  -C 

60   O 

d  ■£ 

d^ 

£  t 

^ 

<!  ^ 

<    ? 

^■o 

;<  t 

<  s 

<    M 

25 

15 

Didn't  like  school.     Left  to  go  to  work. 

15 

2 

12 

4.00 

X 

28 

17 

To  go  to  work. 

17 

1 

156 

B.+4.00 

Some 

55 

17 

To  help  step-mother;  didn't  hke  school. 

22^^ 

7 

35 

5.00 

0 

57 

14 

Didn't  hke  school. 

17 

3 

12 

10.00 

0 

63 

14 

Didn't  hke  school. 

15 

1 

78 

4.25 

All 

76 

14 

To  work.     Didn't  like  school. 

14 

2 

156 

4.00 

0 

89 

15 

School  got  too  hard  for  her. 

15 

3 

8 

5.50 

All 

93 

14 

To   help   grandparents. 

17 

i 

52 

5.00 

103 

16 

Left  to   go   to   work.     Didn't   hke  school. 

Too  old  to  go  longer. 

16 

5 

104 

5.00 

0 

111 

14 

Finished  country  school. 

14 

1 

156 

B.+5.00 

0 

VIIth  Grade  Group 


12 

16 

Didn't  like  school. 

16 

2 

104 

B.+3.25 

0 

14 

15 

Left  to  work. 

15 

1 

52 

6.00 

X 

26 

14 

Left  to  work. 

14 

2 

90 

7.00 

0 

31 

19 

Left  to  take  up  milhnery  and  dressmaking. 

20 

3 

104 

7.00 

0 

32 

13 

Left  because  angry  with  teacher  and  wanted 

to  work. 

14 

3 

60 

5.00 

All 

52 

14 

Didn't  hke  school.    Always  wanted  to  work. 

14 

1 

78 

8.00 

X 

66 

14 

Wanted  to  work. 

14 

1 

156 

5.00 

X 

67 

14 

Didn't  like  school. 

14 

2 

14 

None 

0 

69 

13 

Had  St.  Vitus  Dance.     Liked  work  better, 

too. 

15 

1 

78 

3.00 

All 

71 

15 

Wanted  to  get  away  from  aujit  who  was  too 

strict. 

15 

2 

52 

20.00 

0 

72 

12 

Didn't  hke  school. 

13 

3 

60 

7.00 

X 

73 

15 

Didn't  like  school.     Wanted  to  work. 

15 

2 

156 

12.50 

0 

94 

15 

Too  old  to  go  to  school.     Preferred  to  work. 

15 

3 

21 

6.50 

13 

106 

14 

To  work.     Didn't  care  for  school. 

15 

2 

52 

3.50 

0 

109 

16 

Left  business  college.     It  was  too  hard. 

16 

2 

52 

5.25 

0 

117 

14 

Didn't  hke  school. 

14 

1 

8 

7.00 

0 

"  Those  records  itahcized  are  instances  where  the  subject  did  not  go  to 
work  until  more  than  three  years  after  leaving  school. 
1*  Off  and  on  only. 
15  None  and  father  paid  room  rent  besides. 


APPENDIX 


291 


VIIIth  Grade  Group 


"  Has  never  worked. 

"  Has  never  worked. 

15  Did  not  work  until  after  Parole  from  first  sentence. 

"  Never  worked. 

2»  $2.00  to  mother. 


a 

-0 
«  o 

2 

J   CO 
»5    +a 

t 

(a 

a  a 
1-  a 

S 

a 

h-t 

o 

3| 

Alleged  reason  for  leaving 

S  o 

II 

1 

o  a 
o  c 

d 

a| 

5  s 

68 

>  a 

sS 

^ 

<5  u 

<^   & 

^■o 

Z  £ 

<  ^ 

<  '5 

16 

17 

? 

16 

23 

14 

Had  been  staj-ing  out  late.     Father  put  her 

in  Cathohc  Protector}'  for  o  months. 

15 

3 

64 

6.50 

0 

33 

14 

Was  in  Brooklyn  Industrial  School  and  at 
14  they  sent  her  to  uncle  who  put  her 
out  to  board  where  she  was  ruined.    Child 
born  at  16. 

17 

45 

14 

To  work. 

14 

3 

52 

4.25 

0 

78 

14 

To  work. 

14 

1 

156 

1.00 

0 

83 

14 

Had  scarlet  fever  and  then  went  to  work; 

almost  had  St.  Vitus  Dance. 

14 

1 

104 

10.00 

0 

84 

16 

Had  miscarriage  in  school.     Finished  one 
year    in    High    School. 

18 

90 

17 

Wasn't  passing  high  school  courses,  so  left 

after  one  and  one-half  j'ears. 

17 

2 

52 

9.00 

0 

95 

16 

Began    running    wild;    had    been    immoral 
steadily  since  13  years  old. 

19 

97 

14 

Studied  stenography  and  found  it  too  hard. 

14 

2 

104 

5.50 

20 

100 

16 

Wanted  to  work.     Had  passed  first  year  of 

High  School. 

16 

1 

156 

6.00 

AU 

125 

12 

Wanted  to  be  an  actress. 

15 

3 

25 

8.00 

129 

15 

Left  after  completing  second  year  of  high 
school  to  help  support  family.     Had  at- 

tended high  school  for  three  years. 

15 

2 

15 

4.00 

X 

292  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

CONDENSED  WORK-HISTORY. 

Below-Grade  Group. 

38.  (1)  Silk  factory,  wage  $4.50  a  week.  Stayed  home  one  week  and  was 
discharged.  Stayed  home  and  worked  for  "a  kjng  time — ^over  a  year."  (2) 
Nurse  maid.  A  man  she  had  known  four  months  persuaded  her  to  steal 
from  her  mistress.  He  was  to  pawn  the  things  and  marry  her.  Instead 
be  took  them,  hved  with  her  a  week  and  ran  away.  She  secured  another 
position  as  nursemaid  after  two  weeks.  Was  met  by  the  mistress  from  whoin 
she  had  stolen,  when  out  v^ath  her  new  charge,  and  was  arrested.  She  pleaded 
guilty  to  Petit  Larceny.     Has  had  no  previous  arrests. 

65.  (1)  Domestic  in  boarding  house.  Left  to  work  for  rich  New  Yorkers 
in  their  simimer  home.  When  they  returned  to  city,  she  lived  at  home  and 
(2)  worked  in  a  cigar  factory  after  being  idle  five  months.  She  met  a  brake- 
man  on  the  West  Shore  R.  R.  by  whom  after  a  few  months  she  became  preg- 
nant. He  left  town  and  she  went  to  the  Coimty  House  for  the  birth  of  the 
baby.  There  she  had  typhoid  fever  and  was  taken  to  the  City  Hospital. 
A  social  worker,  reahzing  how  feeble-minded  she  was,  sent  her  to  the  Reforma- 
tory as  soon  as  she  was  weU  enough.  The  baby  died  of  simamer  complaint 
its  first  summer  at  Bedford.  The  matrons  here  say  that  this  girl  cannot  do 
housework,  that  she  is  slovenly  and  won't  even  comb  her  own  hair,  that  she 
quarrels  with  the  other  girls  over  insignificant  trifles,  and  can  onlj'  do  outside 
work. 

122.  (1)  Siegel  Cooper's.  Left  after  6  months  as  a  result  of  a  quarrel  with 
the  floorwalker.  (2)  Addressed  envelopes  in  an  office  at  $8  a  week,  lea"\ang 
because  she  got  tired  of  the  job.  (3)  Was  a  shipping  clerk  in  a  neck-wear 
department  and  after  3  months  left  because  the  girls  were  jealous  of  her 
popularity  with  "fellows"  and  it  made  her  angry.  She  stole  a  muff  "because 
a  girl  asked  her  to"  and  was  put  on  probation.  She  then  ran  away  from  home 
for  five  daj-s  and  was  sentenced  to  Bedford.  She  tells  very  contradictory 
stories,  has  disintegrated  rapidly  since  her  reception,  and  has  recently  been 
transferred  to  an  insane  asylum. 

123.  A  childish  httle  creature,  who  is  certainly  not  guilty  of  her  mother's 
charges.  She  is  too  dull  and  nervous  to  remember  things  very  accurately 
and  contradicts  herself  absurdly.  The  only  thing  that  one  can  be  sure  of  is 
that  the  mother  and  stepfather  have  been  hard  drinkers  and  very  cruel  to 
the  child.  The  mother  has  secured  one  job  after  another  for  her  and  then 
made  trouble  in  each  by  demanding  the  wages  in  advance.  The  child  was 
arrested  on  the  complaint  of  the  mother.  She  had  run  away  because  they 
were  unkind  to  her. 

124.  •  (1)  Did  housework  in  Vienna.  Left  to  come  to  America.  (2)  Worked 
in  a  factory  for  7  years  until  her  mother's  death,  during  which  time  she  went 
to  night  school.  Then,  because  there  was  more  money  in  prostitution,  she 
deliberately  went  on  the  streets  and  was  arrested  for  sohciting  when  she  took 
a  detective  into  a  colored  house  of  prostitution.  Her  expression  is  dull,  but 
her  voice  pleasing;  she  is  fairly  intelligent,  and  mature  in  her  point  of  view; 
likes  the  street  life  and  means  to  return  to  it  when  free. 

8.  (1)  Chambermaid  for  2  years.  Left  because  she  wanted  more  money. 
(2)  Worked  in  the  family  of  the  son  of  her  first  employer.  Was  ruined  at 
16  and  was  "disgusted"  and  ran  away  to  enter  a  hfe  of  prostitution.  Some 
years  later  for  8  months  she  was  cashier  in  a  drug  store  in  Washington  at  $8 
a  week,  but  this  is  the  only  work  she  has  done  since  she  was  16.  Her  people 
are  thoroughly  respectable  and  are  greatly  distressed  over  her  conduct.  They 
had  thought  that  she  was  working  legitimately. 


APPENDIX  293 

22.  This  girl  is  the  daughter  of  a  small  fanner  and  has  always  lived  at  home 
and  never  worked.  She  was  sent  to  the  Reformatory  by  her  family  when 
they  found  that  she  was  pregnant  for  a  second  time  illegitimately,  because 
they  were  ashamed  to  have  the  child  bom  at  home  and  because  they  felt 
that  she  must  be  punished.  The  first  tune  she  was  pregnant,  an  aunt  ])ro- 
duced  an  abortion.  This  time  the  child  was  bom  at  Bedford.  The  girl  is 
good-natured,  ready  and  wiUing  to  work  to  the  extent  of  her  abihty.  She  is 
not  bright  enough  to  learn  to  cook.  The  matron  says  she  keeps  herself  and 
her  bab>  clean,  that  she  is  truthful  and  not  sly.  Her  left  arm  is  crippled 
with  "rheumatiz"  which  the  doctor  saj'S  is  the  result  of  a  gonorrhoeal  infec- 
tion. 

51.  (1)  Worked  in  her  uncle's  store  as  a  clerk  for  3  years,  receiving  no  regular 
wage.  She  got  tii-ed  of  the  work  and  left.  (2)  Worked  in  a  nightgo-mi  factory 
on  a  power  machine  for  a  year  at  $8  a  week.  Left  on  account  of  her  eyes. 
(3)  After  3  months  at  home,  she  became  a  waitress  in  a  summer  hotel  at  $5 
a  week  and  the  tips  sometimes  amounted  to  $3  a  day.  She  was  at  home  all 
winter  and  married  soon  after.  She  was  a  sex  offender  first  at  13  wdth  a  man 
whom  she  met  at  a  bathing  beach.  She  has  a  good  home.  A  year  after  her 
marriage  she  left  her  husband  and  went  on  the  streets  where  she  was  earning 
from  $50  to  $60  a  week.  Her  stories  to  various  members  of  the  Institution 
staff  do  not  coincide,  and  it  is  apparently  hopeless  to  get  the  exact  truth. 
She  has  been  in  the  Florence  Crittenden  Home  for  2  days  and  in  the  Workhouse 
6  months.  She  was  arrested  for  sohciting  and  sent  to  Bedford  as  a  common 
prostitute. 

56.  (1)  Worked  in  a  knitting  mill  for  9  years.  When  she  was  23  years 
she  had  an  illegitimate  child  by  a  friend  of  her  father's.  After  the  baby  was 
born,  her  sister  "taunted"  her.  (2)  She  then  did  housework  but  left  after  10 
months,  because  she  was  "so  lonesome."  (3)  She  then  took  another  position 
as  a  domestic,  which  she  left  after  3  months  to  go  where  she  could  have  the 
baby  with  her.  (4)  In  the  next  position  as  domestic  she  became  pregnant 
by  the  man  of  the  house.  When  she  was  arrested  she  was  told  to  answer 
"yes"  to  everything;  this  convicted  her  of  adultery  and  she  was  sent  to  the 
House  of  Good  Shepherd  to  await  Bedford. 

92.  (1)  Worked  in  a  doll  factory  one  week  at  $5.  Left  because  she  did 
not  Uke  it.  (2)  Worked  in  a  sign  factory  for  3  months  at  $4.60  a  week.  In 
the  meantime  she  had  begun  to  run  around  with  a  girl  whose  influence  was 
not  good  and  she  stayed  out.  until  after  ten  and  was  so  disobedient  that  her 
father  put  her  in  the  Brooklyn  Training  School  at  13  years  of  age  for  S  months. 
When  she  came  out  she  was  still  defiant  and  wayward,  so  she  was  put  in  the 
Wayside  Home.  There  she  was  so  ill-behaved  that  they  could  not  keep  her. 
She  was  finally  put  on  probation  and  then  became  a  sex  offender  with  a  boy 
she  had  known  four  years.  He  -was  wilhng  to  marry  her,  but,  mistakenly 
perhaps,  the  probation  officer  insisted  upon  her  being  sent  here. 

101.  (1)  Ran  away  from  her  first  job  as  errand  girl  after  1  year,  when 
she  was  15,  with  a  "lover."  She  ran  away  with  him  because  her  stepmother 
"beat  her  up"  and  was  unkind  to  her.  During  this  time  her  child  was  pre- 
maturely born.  Her  father  found  her  and  had  her  sent  to  the  House  of  the 
Good  Shepherd  for  one  year  and  six  months.  (2)  After  leaving  the  House  of 
the  Good  Shepherd  she  worked  as  a  domestic  for  a  year,  when  she  met  and 
married  an  Italian  who  put  her  on  the  street  and  forced  her  to  earn  at  least 
$10  a  night.  She  was  sohciting  when  arrested.  She  has  defective  vision,  is 
a  mouth  breather,  has  a  high  arched  palate,  defective  speech,  and  Hutchinson 
teeth.  She  is  a  frail  girl  with  a  weak  back.  Her  dullness  is  in  part  a  result  of 
physical  handicap. 

112.  (1)  Was  an  errand  girl  for  2  years.  She  stayed  out  too  late  one  night 
and  did  not  go  back.     (2)  She  was  a  child's  nurse  at  $14  a  month  for  a  year. 


294  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

Was  a  sex  offender  first  at  14.  The  man  afterwards  married  her.  He  was  a 
gambler  and  was  later  sent  to  State's  Prison  for  a  year.  She  went  back  to 
him  after  his  release,  but  he  wanted  her  to  go  on  the  streets  and  she  refused. 
At  the  birth  of  her  baby  the  doctor  gave  her  morphine  and  her  husband  told 
her  what  it  was  and  how  to  procm-e  it.  Her  mother  was  cook  for  one  of  the 
wealthiest  famihes  in  New  York,  and  when  Anna  was  a  Uttle  girl  put  her  in  a 
day  nursery.  She  ran  the  streets  and  got  into  all  sorts  of  wrongdoing.  The 
mother  was  strict  with  her  and  warned  her  not  to  be  immoral.  The  mother 
felt  the  need  of  putting  her  into  a  correctional  institution  when  she  was  13 
but  did  not  succeed  in  getting  her  in.  The  matron  says  that  she  is  a  good 
worker,  that  she  gets  along  well  with  the  girls  and  will  make  a  fair  housemaid. 
She  was  arrested  for  petit  larceny.  She  says  she  had  pawiied  a  locket  a  man 
had  given  her  to  get  money  for  morphine.  He  was  angry  because  she  refused 
to  marry  him  and  when  he  discovered  about  the  locket  he  had  her  arrested. 
She  has  been  living  at  home  during  the  past  6  years  keeping  house  for  her 
father  and  taking  odd  jobs  in  a  button  factory  to  earn  money  for  morphine. 
She  claims  not  to  have  been  immoral  since  her  marriage. 

127.  (1)  Worked  in  a  factory  for  a  year.  Reason  for  leaving  unkno'^\'Ti- 
(2)  In  another  factory  2  years.  Reason  for  leaving  unknown.  She  then 
became  a  domestic  and  after  a  year  was  a  sex  offender  for  the  first  time. 
She  had  known  the  man  for  2  years.  Her  sister  discovered  her  relations  with 
this  man  8  months  later  and  had  her  sent  to  the  House  of  Good  Shepherd. 
She  had  become  infected  and  was  sent  to  the  Flatbush  Hospital  for  an  opera- 
tion and  from. there  to  Bedford.     She  is  ver>'  unclean  about  her  person. 

24.  This  girl  is  a  clear- voiced,  brown-skinned,  black-eyed  little  thing. 
Time  and  money  mean  nothing  to  her.  She  is  suspicious  and  easily  frightened; 
she  is  high-strung  emotionally;  is  very  duU  and  further  handicapped  by  partial 
deafness.  (1)  She  worked  in  a  cotton  factory  steadily  for  2  years.  One  day 
she  became  afraid  of  a  man  who  followed  her,  ran  from  him  and  got  lost. 
She  was  taken  to  the  Raphael  Home,  where  she  stayed  for  11  months.  Upon 
her  return  home  her  mother  insisted  upon  her  marrying  "an  old  man  39  years 
old."  In  the  meantime  a  friend  of  hers  induced  her — practically  forced  her 
— -to  go  to  Chicago  with  him.  Her  brother  came  and  took  her  back;  the  man 
was  sent  to  Sing  Sing  and  the  girl  to  the  Gerry  Society,  thence  to  a  hospital 
for  treatment,  and  then  to  Bedford  for  associating  with  vicious  persons.  She 
has  since  been  transferred  to  Randall's  Island. 

29.  (1)  This  girl  claims  to  have  been  in  a  dressmaking  shop  for  2  years. 
Was  a  sex  offender  for  the  first  time  when  17  under  a  promise  of  marriage. 
She  then  ran  away  from  home.  After  8  days  was  found  by  her  people  and 
sent  to  the  House  of  the  Good  Shepherd.  After  5  months  she  was  sent  to 
the  MetropoUtan  Hospital  to  be  treated  for  gonorrhoea.  Escaped  from  there 
after  a  month  and  went  to  a  married  sister  who  was  so  strict  with  her  that 
she  ran  away  again  with  a  man  who  wanted  her  to  go  on  the  streets.  She 
was  with  him  in  an  opium  den  under  the  influence  of  the  drug  when  arrested. 

42.  (1)  Domestic  on  a  farm.  Was  a  continuous  sex  offender  with  one  of 
the  farm  hands.  Her  father  finally  heard  of  it  and  tried  to  arrest  the  man. 
She  was  taken  home.  (2)  She  went  to  Poughkeepsie  to  take  a  place  as  domes- 
tic and  because  the  family  was  not  in  became  frightened  and  told  her  story 
to  an  Italian  at  the  station.  He  took  her  to  a  hotel  with  him,  bought  her  some 
shoes,  and  finally  paid  her  way  home.  She  told  her  father  about  it  and  he 
had  her  committed  to  Bedford  after  a  short  sojourn  in  the  Albany  Shelter. 

87.  The  father  was  a  gambler  and  a  drimkard,  very  abusive  and  dangerous. 
The  mother  and  children  worked  at  wig-making.  The  father  was  so  violent 
that  finally  the  mother  left  him.  Mary  tried  to  keep  house  for  him.  The 
Gerry  Society  forced  him  to  send  the  children  to  school  part  of  the  time. 


APPENDIX  295 

Mary  couldn't  stand  it,  so  she  ran  away.  She  was  put  in  the  House  of  the 
Good  Shepherd  on  the  Hudson  for  a  year.  (1)  Her  mother  then  took  her  and 
she  went  to  work  as  an  errand  girl,  where  she  stayed  for  2  years.  (2)  After 
that  she  worked  in  a  factory  because  she  got  a  better  wage.  An  uncle  was 
very  dictatorial  and  she  finally  ran  away  again.  She  was  moral  until  she  met 
an  Itahan  with  whom  she  went  to  live.  This  was  several  years  ago;  he  has 
supported  her  and  she  has  not  done  any  work  since.  He  contracted  gonorrhoea 
and  she  was  infected.  He  gave  her  money  to  go  to  New  York  for  treatment. 
She  spent  the  money  for  a  good  time  and  then  was  frightened  and  felt  that 
she  must  earn  more,  which  she  endeavored  to  do  by  prostitution.  The  first 
man  she  soUcited  was  a  detective.     The  stor}-  is  probably  true. 

102.  (1)  Worked  in  a  rope  factory  at  $5.50  a  week.  She  left  after  3  months 
because  the  work  made  her  ill.  (2)  Worked  in  a  cigarette  factory  for  a  year. 
Left  to  run  away  with  a  "lover."  After  a  while  her  babj^  died  and  she  grew 
tired  of  the  man.  She  ran  away  with  some  girls  and  began  soliciting.  She 
has  been  arrested  twice,  sent  to  the  Island  the  first  time  and  put  on  probation 
the  second  time.  She  was  given  work  in  a  candy  factory-,  but  stayed  only  2 
months.     For  breaking  this  parole  she  was  sent  to  Bedford. 

115.  (1)  A  domestic.  Left  to  Uve  at  home;  the  work  was  too  hard  and 
the  pay  too  little.  At  14  she  met  a  woman  who  took  her  on  an  excursion 
and  introduced  her  to  a  man.  Her  first  sex  offense  was  the  result.  She  con- 
tinued to  consort  with  him  and  other  men  whom  this  woman  introduced  to 
her.  She  had  an  illegitimate  child  and  since  the  ?>irth  of  this  babj-  has  taken 
money  for  prostitution.  She  was  arrested  because  she  and  this  woman  stole 
some  clothing  from  a  clothes  line. 

20.  (1)  Pulled  bastings  in  a  shirtwaist  factory.  Was  too  slow  and  was 
laid  off.  Was  idle  for  a  year.  During  this  time  she  became  intoxicated 
while  out  with  some  "girls  and  fellows."  Her  first  sex  offense  was  the  result. 
After  this  she  became  a  prostitute.  She  was  married  3  years  ago  to  an  ItaUan 
who  earned  a  good  Kving.  She  kept  on  soliciting  and  was  arrested  by  plain 
clothes  man.  She  has  been  arrested  seven  times,  was  sent  to  Blackwell's 
Island  for  five  to  fifteen  days  each  time. 

53.  Lived  home  5  years.  Didn't  want  to  work — wanted  "freedom." 
The  mother  wouldn't  let  her  stay  out  after  nine  o'clock,  so  she  ran  away  to 
five  with  another  girl  whose  mother  let  the  girls  do  whatever  they  hked. 
At  a  dance  haU  she  met  a  man  with  whom  she  drank  until  intoxicated.  Her 
first  sex  offense  followed.  She  continued  to  meet  this  man  for  over  a  j'ear, 
when  she  married  another  man.  After  a  year  she  grew  tired  of  her  husband 
and  home  and  was  persuaded  by  a  girl  friend  to  go  back  to  the  street  life. 
She  hved  for  a  while  with  a  ship's  carpenter,  but  quarrelled  with  him  shorth- 
and went  to  soliciting  again.  She  has  been  sent  to  the  Island  twice.  Whife 
out  looking  for  her  brother  one  evening  in  company  with  a  girl  who  had  been 
drinking  too  much  and  was  well  known  on  the  streets  she  was  arrested  and 
sent  to  Bedford. 

81.  (1)  Worked  as  a  domestic  for  a  short  time  and  then  for  a  change  (2) 
in  a  factory.  The  father  drank  and  abused  the  mother  and  children.  Finally 
the  mother  went  to  live  with  another  man  who  was  kind  to  her.  The  father 
then  shot  hmiself.  The  girl  was  11  at  this  time.  Her  mother  married  her 
second  consort  who  abused  his  stepchildren.  At  13  this  girl  was  assaulted 
by  a  man  she  was  "going  with."  A  Httle  later  was  a  sex  offender  mth  another 
man  and  at  14  married  to  still  another  because  she  wanted  a  home  and  because 
she  feared  she  was  pregnant.  He  drank  and  wouldn't  buy  her  necessary 
clothing,  so  after  two  years  she  left  him.  She  then  solicited  because  some 
girls  told  her  it  was  foohsh  to  live  with  a  man  who  would  do  nothing  for  her. 
She  made  from  $5  to  $6  a  week.     After  3  months  of  this  life  she  became  in- 


296  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

volved  in  a  murder  trial,  confessed  to  be  a  prostitute,  and  was  sentenced  to 
Bedford. 

85.  The  father  drank  and  was  abusive.  The  mother  left  him  when  the 
girl  was  10  years  old.  She  tried  to  keep  house  for  her  father  but  she  became 
unruly  and  was  associating  with  such  undesirable  companions  that  the  father 
put  her  in  the  Cathohc  Protectory  when  she  was  11.  At  16  she  went  to  live 
with  an  aunt  and  (1)  worked  in  Macy's  at  $4  a  week.  Her  aunt  was  too  strict, 
so  she  ran  away  a  few  months  and  worked  (2)  in  a  restaurant  and  (3)  in  various 
other  places  for  a  short  time.  She  can  not  tell  anything  definite  about  these 
jobs.  Thinks  it  was  two  years  when  she  met  a  "sporting  man"  who  told  her 
about  women  who  earned  money  on  the  streets  and  who  tried  to  persuade  her 
to  live  with  him.  During  this  time  she  became  a  drunkard.  After  two  years 
she  left  this  man  and  went  on  the  streets.  She  loves  the  excitement  of  it. 
When  she  hadn't  been  drinking  too  hard,  made  from  $8  to  $60  a  week. 

91.  Will  tell  httle  of  herself.  (1)  Was  a  waitress  for  a  year.  Left  because 
the  work  was  too  hard.  (2)  Worked  in  a  delicatessen  for  a  year.  There 
were  too  many  bosses,  so  left.  (3j  A  waitress  in  White  Plains  in  a  private 
house.  Left  because  the  woman  couldn't  afford  to  keep  her.  (4)  In  a  paper 
box  factory  in  New  York  City  for  2  months.  Brother  came  and  took  her  home. 
(5)  Packed  olives  for  2  months.  Ran  away  and  has  never  worked  since. 
Has  been  finger-printed  seven  times.  Was  sentenced  to  Bedford  once  before 
and  discharged.     Sentenced  this  time  for  sohciting. 

104.  Held  a  "lot"  of  jobs  for  a  short  time  each;  discharged  each  time  until 
finally  had  no  place  to  sleep  but  the  parks.  Her  parents  were  both  dead. 
The  girl  is  unable  to  tell  any  facts  but  these.  Has  been  transferred  to  Mattea- 
wan.     Was  feeble-minded  before  she  became  insane. 

114.  Held  one  job  as  domestic  for  a  few  weeks.  Was  a  sex  offender  first 
2  years  ago  with  a  man  whom  she  knew  fairly  well.  She  hved  with  him  for 
2  months.  He  died  and  she  went  on  the  streets  because  the  girls  told  her 
that  it  was  easy  to  earn  money  in  that  way.  She  made  $4  a  week.  Had 
syphihs  badly  when  received  at  Bedford. 

18.  Too  dull  to  tell  about  her  working  history.  She  was  cook  at  $8  a 
month  in  a  restaurant  for  a  time.  She  was  a  sex  offender  first  a  year  and  a 
half  ago.  Two  months  after  her  child  was  born  the  man  married  her.  Shortly 
after  some  girls  pointed  out  to  her  the  "beautifully  dressed  women  in  houses 
of  prostitution"  and  persuaded  her  to  leave  her  husband.  One  girl  took  her 
to  an  Italian  saloon.  It  was  raided.  The  saloon  keeper's  wife  took  her  out 
on  bail  and  she  earned  money  for  her  by  prostitution  until  her  trial.  The 
judge  sentenced  her  to  Bedford. 

35.  This  girl  is  too  feeble-minded  to  tell  her  story.  She  is  related  by  blood 
or  by  marriage  to  eight  other  women'  who  were  in  the  Reformatory  at  the 
time  of  her  arrest.     Something  of  her  history  will  be  given  elsewhere. 

40.  Never  went  to  school;  stayed  home  to  help  her  mother  make  lace  col- 
lars. Earned  perhaps  $2.50  per  week.  The  mother  died  and  the  girl  went 
to  Uve  with  her  sister  and  (1)  to  work  in  a  laundrj'.  She  met  two  girls  who 
introduced  her  to  an  Itahan  tailor  with  whom  she  went  to  hve.  After  9 
months  she  went  home  with  a  girl  whom  she  knew.  This  girl  "kept  a  house 
where  white  girls  hved  with  colored  men."  It  was  raided  while  she  was 
there  and  she  was  sent  to  Bedford  as  a  common  prostitute. 

44.  (1)  Worked  in  a  tailor's  shop  for  9  months,  when  she  left  to  be  married 
at  15.  After  2  years  her  husband  died  and  she  (2)  worked  for  a  little  \yhile 
in  a  canning  factory  at  $5  a  week.  After  a  few  months  she  left  to  live  with  a 
machinist.     The  officers  came  in  and  arrested  her  there. 

64.  Never  went  to  school.  Parents  died  when  she  was  2  years  old,  and 
her  sister  gave  her  a  home.     (1)  Worked  as  a  domestic;  people  beat  her  and 


APPENDIX  ■  297 

were  very  hard  to  please.  When  15  she  was  on  the  street  crying  because  she 
had  stayed  out  a  httle  later  than  her  mistress  allowed.  A  woman  comforted 
her  and  took  her  home  to  supper.  That  night  she  gave  her  into  the  hands  of 
a  man  who  took  her  to  New  York  and  put  her  in  a  sporting  house.  She  lived 
with  the  man  and  supported  him  for  five  years.  Once  during  this  time  she 
left  him  and  married,  but  she  left  her  husband  in  two  months  to  return  to 
her  "lover."  She  earned  from  $100  to  $200  a  week.  The  man  ill-treated  her, 
"It's  good  to  have  a  fellow."  She  has  been  seven  times  to  the  workhouse, 
five  times  discharged  and  once  fined. 

108.  (1)  In  Germany  worked  as  a  nursemaid  at  $10  a  year.  After  a  year 
she  wanted  more  money  so  (2)  she  minded  cows  at  $18  a  year.  Then  (3) 
did  farm  work  for  a  higher  rate,  i.  e.,  $20  a  year.  Left  to  come  to  America 
to  earn  some  money.  (4)  Was  a  domestic  for  4  months  but  the  people  were 
mean.  (5)  Was  a  domestic  for  7  months,  but  was  discharged  because  the 
lady  wanted  a  better  cook.  (6)  Domestic  for  1  month;  left  because  the  people 
moved  to  the  country  and  she  would  not  go.  (7)  Nursemaid  for  5  months, 
left  because  she  stayed  out  late  at  nights  and  was  discharged.  (8)  Nurse- 
maid for  one  month;  she  stayed  out  late  nights  and  was  discharged.  Claims 
not  to  have  been  a  sex  offender  except  with  one  man  whom  she  had  arrested. 
Was  arrested  while  out  in  a  park  apparently  homeless.  Too  dull  to  explain 
her  case  satisfactorily,  and  she  was  sent  to  the  Reformatory  as  a  vagrant. 

116.  Never  went  to  school.  Was  put  in  school  in  the  Institution  school? 
and  could  not  learn.  Is  too  feeble-minded  to  give  a  coherent  story.  Was 
married  6  years  ago  and  has  continued  working  in  a  factory,  earning  $5  a 
week.  Maintains  she  asked  the  judge  to  send  her  here  2  weeks  after  her  hus- 
band deserted  her. 

128.  No  school  in  Austria.  Came  to  America  at  14.  (1)  A  domestic  for  7 
months,  but  work  was  too  hard  and  she  did  not  like  the  children.  (2)  Domes- 
tic for  5  months;  family  moved.  (3)  After  6  months  of  idleness  went  into  a 
candy  factory  where  she  remained  for  a  year  and  a  half,  when  she  got  in  with 
bad  company  and  has  since  lived  in  a  house  of  prostitution,  earning  from  $70  to 
$105  a  week.  She  has  been  arrested  twice,  spent  6  months  on  Blackwell's 
Island,  and  the  last  6  months  in  Bellevue  Hospital. 

Fifth-Grade  Group. 

2.  (1)  Carpet  factory.  Left  because  she  had  pneumonia.  (2)  Silk  mill 
as  weaver,  left  to  go  to  a  dance.  Ran  away  from  home  and  was  arrested 
by  family  for  vagrancy.  Had  been  a  prostitute  for  some  time  and  had  stolen 
quite  a  little  money  from  her  sister  besides. 

9.  (1)  Rubber  factory.  Discharged  after  a  year  for  insubordination- 
(2)  Gum  factory.  Left  because  work  was  too  heavy.  (3)  Threadmill — ^too 
noisy.  Stayed  home  and  kept  house  for  her  mother.  Was  sex  offender  first 
at  18.  Two  years  and  a  half  ago  she  ran  away  and  has  been  leading  "a  sport- 
ing life"  and  has  never  worked  since.  She  was  arrested  for  soliciting  on  New 
Year's  Eve. 

30.  (1)  Auditing  Department  in  Fourteenth  Street  Store.  Left  to  get 
more  money.  (2)  Auditing  but  got  no  more  money  and  left  at  the  end  of  6 
months  because  tired  of  work.  Was  home  8  months.  (3)  Saleslady,  left 
to  be  married  after  3  months.  Was  a  sex  offender  first  at  17.  She  hved  with 
her  husband  4  years.  He  was  a  cocaine  fiend  and  carried  the  drug  to  women 
in  the  Tombs.  She  was  in  the  White  Plains  Temporary  Home  from  5  to 
10  years  of  age,  and  in  St.  John's  Hospital,  Yonkers,  for  hip  disease  at  3  years 
of  age;  at  13  she  fractured  her  hip  and  was  in  hospital  for  3  months. 


298  THE    MENTALITY    OF    THE    CRIMINAL   WOMAN 

34.  (1)  Shirtwaist  factory;  left  after  7  months  because  she  did  not  like  the 
work.  (2)  Quilhng  in  a  silk  factory,  left  after  2  years  because  she  quarreled 
with  the  family.  She  then  came  to  New  York  and  (3)  was  a  waitress  for  6 
months.  Left  to  go  home.  After  this  she  held  two  jobs  for  a  very  short  time 
each.  Was  a  sex  offender  at  17  and  shortly  after  began  to  support  a  man  by 
prostitution.  She  was  paroled  from  Bedford  at  house  work  after  14  months 
to  an  absolutely  ideal  place  because  of  her  father's  death  and  the  poverty 
of  her  family.     She  stayed  only  a  little  while  and  ran  away. 

36.  (1)  A  domestic  for  6  months.  Left  because  too  lonesome  and  too 
httle  pay  ($6.00  a  month  and  board).  (2)  Domestic  for  1  month,  left  for 
the  same  reason  ($19.00  a  month  and  board).  (3)  Tobacco  factory  where 
she  worked  for  a  j^ear  and  a  half  at  $4.50  a  week.  She  was  ruined  at  17  by 
the  son  of  her  mistress.  She  left  work  and  went  with  some  girls  she  knew  and 
began  to  soUcit.  For  the  last  year  she  has  been  supporting  a  man  by  prosti- 
tution; finally  he  forced  her  to  steal.  He  beat  her  when  she  did  not  bring 
home  enough  money  to  suit  him.  Apparently  she  was  in  no  way  discontented 
with  her  lot. 

39.  (1)  Domestic  1  year.  Left  because  she  was  lonesome.  After  being 
idle  for  3  months,  (2)  was  a  domestic  for  6  months.  Left  because  woman 
was  "too  cranky."  After  4  months  of  idleness  (3)  was  a  chambermaid  in  a 
private  family.  She  quarreled  with  the  "lady,"  ran  away,  was  arrested  and 
sent  to  the  House  of  the  Good  Shepherd  for  2  years  by  her  family.  After 
this  she  took  a  place,  but  left  almost  at  once  to  live  with  a  man  who  led  her 
into  prostitution.  She  made  about  $25  a  week.  Was  pregnant  when  received 
at  Bedford. 

70.  (1)  In  a  mill  where  men's  underwear  was  made.  Left  after  2  days 
because  she  did  not  Hke  the  work.  (2)  Was  a  domestic.  Left  after  14  months 
because  she  wanted  more  money.  Tells  several  contradictory  tales  to  every- 
body who  interviews  her.  (3)  She  was  a  domestic  when  arrested  and  had 
stolen  jewelry  from  her  mistress  and  had  bought  things  at  the  store  and  charged 
them  to  her.  She  had  an  illegitimate  child  and  was  confined  in  the  New 
York  Foundling  Hospital. 

74.  (1)  Cotton  mill,  left  after  2  years  because  her  father  took  her  money 
and  drank  it  all  up.  (2)  Electric  factory.  Left  at  the  end  of  a  year  to  leave 
home  because  her  father  was  so  brutal.  She  straightway  got  in  with  bad 
company.  Was  a  sex  offender  at  15,  and  after  3  years  she  was  married  to  a 
sailor,  but  lived  with  him  only  a  short  time  when  he  was  ordered  away.  Dur- 
ing his  absence  she  lived  with  other  men. 

82.  (1)  Left  domestic  service  at  the  end  of  2  years  to  be  married.  Her 
husband  was  a  good  man.  He  died  after  4  years  and  she  boarded  with  women 
who  were  soUciting.  She  claims  that  she  was  never  immoral  and  that  her 
arrest  was  merely  a  matter  of  spite  work.  She  has  been  very  good  in  the 
Institution  and  there  is  some  basis  for  suspecting  that  her  statements  are  true. 

Sixth-Grade  Group. 

3.  (1)  Made  infants'  dresses  and  earned  from  30  cents  to  $5.00  a  week. 
After  6  months  she  ran  away  with  a  man  she  had  kno^\^l  for  some  time.  Her 
family  found  her  and  sent  her  to  the  House  of  the  Holy  Family  for  a  year. 
Thereafter  she  came  home  and  (2)  worked  as  an  errand  girl  for  5  months 
when  a  man  persuaded  her  to  run  away  with  him.  Three  years  later  she  was 
arrested  for  soUciting. 

5.  (1)  Cash  girl  in  Ehrichs  for  18  months  at  $3.25  a  week.  (2)  Learned 
the  book-binding  trade  and  then  earned  $14  a  week.  When  trade  was  dull 
(3)   worked  for  the  National  Biscuit  Company  and  earned  $7.50  a  week. 


APPENDIX  209 

She  was  a  sex  offender  from  15-16  continuously  and  her  mother  sent  her  to 
the  House  of  Mercy.  She  was  well  beliaved  after  that  and  was  married  in 
1908.  After  3  years  she  left  her  hu.sband  to  go  on  the  streets.  She  was 
arrested  for  loitering.  Had  been  arrested  several  times  before  and  this  time 
was  sent  to  Bedford. 

7.  (1)  Was  adopted  from  an  orphan  asylum,  but  was  so  immoral  when 
only  eight  that  she  was  returned  to  the  orphan  asylum  ami  transferred  to 
the  Hudson  Training  School.  She  was  afterwards  taken  back  by  her  adopted 
mother  who  died  a  year  ago.  Sunday-school  teacher  found  her  a  domestic 
position  which  she  held  for  several  months  but  was  not  strong  enough  to 
remain.     She  became  pregnant  and  was  sent  to  Bedford. 

10.  When  3  years  old  her  parents  died  and  she  was  put  in  a  temporary 
home  for  6  years.  Has  never  worked.  Her  adopted  parents  were  always 
good  to  her.'  Not  long  ago  .she  had  saved  up  $22  \\-ith  which  she  ran  away 
to  Yonkers  because  she  "just  wanted  to."  When  the  money  was  gone  she 
became  frightened  and  went  to  the  house  of  an  acquaintance  who  happened 
to  be  away.  She  took  a  suit  and  a  hat  and  went  home  with  them,  whereupon 
she  was  arrested  and  sent  to  Bedford. 

13.  She  left  school  because  she  was  one  of  16  children  and  needed  to  help. 
(1)  Took  a  position  at  house  work.  Stayed  only  6  months  because  the  family 
did  not  need  a  girl  in  the  winter.  (2)  She  did  two  wa.shings  a  week  at  home 
for  $3.00.  .\fter  6  months  (3)  went  back  to  her  first  position.  Stayed  six 
months  when  the  woman  got  another  maid.  (4)  Was  a  domestic  for  7  months. 
Left  because  pregnant.  She  was  ruined  at  17  by  her  own  father  by  whom  she 
has  had  2  children. 

21.  Has  never  worked.  She  was  in  school  when  sentenced  to  Bedford. 
Was  arrested  by  her  parents  when  just  15  years  old. 

25.  (1)  A  domestic  at  $22  a  month,  stayed  only  a  few  weeks  when  she 
ran  away  with  a  girl  to  Coney  Island.  Her  mother  sent  her  to  the  House 
of  Alercy.  After  this  (2)  she  worked  in  a  carpet  factory  for  2  months  when 
she  met' the  girl  ^^ath  whom  she  had  first  run  away,  and  again  tried  to  run 
away.  Her  mother  then  sent  her  to  the  House  of  the  Good  Shepherd  for  a 
year.  After  that  she  behaved  and  did  house  work  for  a  year  until  she  met  a 
man  whom  she  liked  so  much  that  she  went  to  live  with  him.  He  put  her 
on  the  streets  and  she  gave  him  all  she  earned,  about  $35  a  week.  Was 
arrested  for  soliciting  a  detective. 

28.  (1)  She  worked  for  3  years  in  a  hotel  where  actors  of  third-class  shows 
board  and  where  farmers  put  up  their  horses  when  they  come  into  to-\vn. 
Her  father  let  her  work  in  this  hotel  not  realizing  that  it  was  dangerous.  A 
keeper  of  a  disorderly  house  came  to  the  hotel  for  breakfasts  and  told  her 
that  it  was  fooUsh  to  work  for  so  httle  money.  The  result  was  that  for  a 
year  she  Uved  in  a  house  of  prostitution.  There  she  met  a  man  with  whom 
she  went  to  live.  He  is  a  good  machinist  and  wanted  to  marry  her,  but  she 
has  refused.  She  was  arrested  while  talking  to  a  man  on  the  street  whom  she 
claims  that  she  knew. 

55.  After  leaving  school  she  stayed  home  and  helped  her  stepmother  for 
the  first  3  years.  She  was  then  married.  Her  husband — an  Italian — died 
when  her  baby  was  one  week  old.  She  then  worked  (1)  for  8  months  in  a 
restaurant  in  Poughkeepsie.  She  got  homesick  and  went  to  New  York  where 
she  was  shortly  arrested  for  soliciting  and  put  on  probation  with  her  mother. 
In  a  few  months  she  came  back  to  New  York  and  was  re-arrested  as  a  common 
prostitute  and  sent  to  Bedford. 

57.  After  leaving  school  at  14  years  she  ran  away  with  another  girl  and 
two  men.  Mother  found  her  and  sent  her  to  the  House  of  the  Good  Shepherd 
for  5  months.     She  was  paroled  and  (1)  worked  for  an  uncle  for  8  months 


300  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

for  her  board  and  clothes.  Then  her  mother  sent  her  to  school  to  learn  steno- 
graph}\  After  3  months'  trial  she  gave  it  up  and  went  on  the  streets  where 
she  was  caught  and  paroled.  She  married  a  man  who  was  absolutely  worth- 
less and  (2)  she  then  worked  in  a  cabaret  at  $25  a  week.  Left  because  her 
mother  made  trouble  for  her.  She  was  hving  with  a  "lover"  at  this  time. 
(3)  Worked  in  a  Five  and  Ten  Cent  Store  for  4  months.  Left  to  return  to 
the  streets.  She  earned  $40-$50  a  week  by  prostitution  besides  singing  at  a 
cabaret  several  nights  a  week.  Gave  her  earnings  to  her  lover.  She  was 
arrested  for  soliciting  and  sent  to  the  Florence  Crittenden  Home  from  which 
she  escaped  by  jumping  out  of  a  second  story  window.  She  went  on  the 
streets  again  and  was  re-arrested  in  3  days  and  sentenced  to  Bedford. 

63.  (1)  Worked  in  a  canning  factory  for  a  year.  Gave  her  money  to  her 
father.  At  16  she  was  forced  to  be  immoral  by  a  boy  whom  she  knew.  The 
father  had  the  boy  arrested  and  the  girl  was  sent  to  a  sister  who  is  a  mission- 
ary in  Kansas  City.  She  was  placed  to  board  in  Jefferson  Home.  She  got 
in  with  bad  company  and  stayed  out  very  late  until  the  Home  sent  her  back 
to  Waverly  House  where  she  stayed  for  4  months.  Was  treated  for  thyroid 
gland  by  Neurological  Institute.  Had  an  operation  for  appendicitis  and  was 
discharged  on  probation.  Returned  home  and  (2)  was  employed  in  office 
work.  Was  a  constant  sex  offender  and  soon  ran  away  from  home;  finally 
her  father  had  her  sentenced  to  Bedford. 

76.  (1)  Bottle  factory.  Discharged  at  the  end  of  2  j^ears.  (2)  Domestic. 
Left  to  marry  at  17.  The  man  was  "no  good,"  but  she  was  pregnant  and 
thought  she  had  better  marry  him.  The  child  died  in  a  home  when  a  few 
months  old.  She  tried  to  live  at  home,  but  her  father  was  bitter  over  her 
marriage,  so  she  went  to  live  with  another  man.  She  had  a  second  child  by 
her  husband  and  one  b}'  the  second  consort.  He  abused  her,  so  she  left  him 
after  5  years.  In  2  weeks  she  was  hving  with  another  man  and  had  one  child 
by  hun.  She  had  gone  out  leaving  the  baby  alone  for  such  long  periods  of 
time  that  the  neighbors  complained  and  she  was  arrested  for  endangering 
the  life  of  minor  children.  The  httle  baby  was  in  a  room  with  only  straw 
to  sleep  on  and  without  food. 

89.  (1)  Worked  in  a  candy  factory.  Was  laid  off  in  the  slack  season. 
(2)  Worked  in  a  moving  picture  place  as  cashier  until  it  was  closed  for  repairs 
and  then  (3)  painted  glass  pearl  pictures.  She  quarreled  with  the  manager 
and  was  discharged.  She  was  unable  to  get  work  and  her  family  were  im- 
patient with  her.  She  was  a  sex  offender  while  working  in  the  moving  picture 
estabUshment.  Her  people  had  always  been  strict  with  her  and  she  had  to 
be  in  by  9  o'clock.  A  short  time  ago  she  and  another  girl  went  driving  with 
two  Itahans  and  did  not  get  in  until  11  o'clock.  Her  father  was  so  angry  that 
she  became  afraid  and  ran  away.  He  then  took  her  before  the  Children's 
Court.  She  was  paroled  at  the  end  of  2  months  to  be  married  to  the  father 
of  her  child.  The  mother  had  not  known  that  she  had  been  immoral  until 
after  her  arrest.  After  3  months  she  and  her  husband  got  to  quarreling;  they 
separated,  and  her  people  sentenced  her  to  the  Reformatory  because  she  had 
broken  her  parole. 

93.  She  helped  her  grandparents  with  the  housework  for  3  years  after 
leaving  school.  When  she  was  18  her  grandmother  died  and  she  (1)  went  to 
work  in  a  department  store  for  .$5.00  a  week.  She  left  after  a  year  because 
the  salary  was  too  small.  A  girl  in  the  store  had  told  her  about  sohciting 
and  how  much  money  there  was  in  it,  so  she  went  on  the  streets. 

103.  (1)  Folded  and  pasted  covers.  Was  discharged  after  5  months- 
(2)  Feather  steaming  factory.  Was  laid  off  after  4  months.  (3)  Printing 
establishment.  Laid  off  after  6  months.  (4)  Folding  and  pasting.  Laid 
off  after  4  months.  (5)  Box  factory.  Laid  off  after  3  months.  Held  other 
jobs,  she  thinks,  but  was  alwaj's  laid  off.     A  year  ago  she  was  a  sex  offender 


APPENDIX  301 

and  her  mother  put  her  in  the  Florence  Crittenden  Home  for  5  days.  She 
ran  away,  but  was  found  and  sentenced  to  Bedford  as  a  common  prostitute. 
Her  sister  was  here  when  she  was  committed. 

111.  (1)  Domestic  for  3  years  in  a  doctor's  family.  She  left  to  earn  more 
money.  (2)  Worked  in  a  very  good  hotel  for  53^  years.  Began  to  drink. 
Met  and  married  a  very  good  man,  but  she  drank  so  hard  that  he  finally 
sentenced  her  to  tlie  Reformatory.  She  has  been  paroled  to  her  husband  and 
is  doing  nicely  so  far. 

Seventh-Grade  Group. 

12.  (1)  Domestic  for  2  years.  Left  because  her  mother  was  ill.  After 
being  home  for  a  year  (2)  was  a  domestic.  Left  because  family  moved  away. 
(3)  Domestic.  Left  after  8  months  because  she  wanted  to  go  to  Poughkeepsie 
with  friends.  (4)  Caretaker  to  an  invahd.  Left  because  she  was  not  needed 
any  more.  (5)  Domestic  for  6  months.  Left  because  she  wanted  to  go  back 
to  Poughkeepsie.  (7)  Worked  in  a  boarding  house.  Left  because  work  was 
too  hard.  (8)  Waitress  in  a  home  for  the  deaf.  Left  after  5  months  because 
too  far  out  in  the  country.  (9)  Went  to  Poughkeepsie  to  Uve  with  a  girl  and 
held  one  more  job  as  domestic  for  a  short  time.  Stayed  out  late  nights  and 
was  arrested  and  sentenced  to  Bedford.  Has  been  immoral  since  she  was  18 
years  of  age. 

14.  (1)  Cigarette  factory.  After  a  year  was  a  sex  offender  and  from  that 
time  on  went  on  the  streets.  A  year  later  was  arrested  for  sohciting.  Sup- 
ported a  man  by  prostitution.  Was  out  on  probation  to  Miss  Smith.  Her 
family  are  very  respectable  Italians. 

26.  (856)  (1)  Machine  operator  for  6  months  in  Scotland.  Left  to  come 
to  America.  (2)  House  work  for  a  httle  over  a  year.  Shortly  after  coming 
to  America  she  met  an  Itahan  whom  she  has  since  supported  by  prostitution. 
Was  arrested  for  steahng  a  watch  when  16  and  sentenced  to  Bedford.  She 
broke  her  parole  to  go  back  to  her  Itahan  "lover."  She  was  found  and  re- 
turned to  the  Institution  to  finish  her  parole.  Upon  her  discharge  she  returned 
to  the  Itahan  and  continued  to  support  him  by  prostitution  until  her  rearrest 
on  February  15,  1913.  She  is  still  fond  of  this  Itahan  and  will  doubtless  go 
back  to  him  upon  her  discharge. 

31.  After  parents'  death  lived  with  an  Aunt  and  did  nothing  until  the  in- 
surance money  ($500)  was  spent.  Then  (1)  worked  for  6  months  as  a  domes- 
tic. Left  to  work  with  Aimt  in  millinery  business.  (2)  Aunt  tried  to  keep 
boarding  house  and  the  girl  helped.  Was  first  a  sex  offender  at  22.  The 
man  was  an  Itahan  and  since  the  birth  of  her  baby  she  has  not  worked.  She 
has  had  a  second  illegitimate  child.  Arrested  for  keeping  a  disorderly  house 
in  White  Plains. 

32.  (1)  Pocketbook-case  factory  for  3  months.  Stopped  on  account  of 
the  hot  weather.  (2)  Pocketbook-case  factory  again  in  the  fall  for  3  months. 
Left  because  her  mother  thought  she  was  not  strong  enough  for  the  work. 
(3)  Made  lace  collars  at  home  intermittently  for  the  next  2  years.  A  sex 
offender  first  at  16  with  the  landlord's  son.  After  her  parents'  death,  because 
her  uncle  refused  to  support  her  and  expected  her  to  help  to  earn  her  own 
Uving,  she  went  to  hve  with  a  gambler.  He  deserted  her  2  years  ago.  Lived 
with  her  sister.  No.  31,  and  kept  a  house  of  prostitution. 

52.  (1)  Worked  as  bookbinder  in  bookbinding  establishment.  After  78 
weeks  left  to  be  married.  Left  her  husband  after  2  years  because  of  his  bad 
habits.  (2)  She  went  back  to  her  work  in  the  bookbindery  where  she  worked 
steadily  and  supported  her  child  until  4  years  ago,  when  she  got  in  with  bad 
companj^  and  took  to  drinking.  She  has  lived  by  prostitution  ever  since, 
earning  from  $15  to  $18  a  week.     Was  arrested  for  soliciting. 


302  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

66.  (1)  Stock  girl  for  2  years,  then  promoted  to  saleslady.  (2)  After  a 
year  left  to  be  saleslady  elsewhere  for  better  pay.  (3)  Left  to  be  checker  in 
Auto  House  for  4  months.  She  was  a  sex  offender  first  at  19  years  of  age  with 
a  "lover."  After  4  years  they  quarreled  and  she  has  been  supporting  another 
man  by  prostitution.  She  earns  about  $20  a  week.  Was  arrested  as  a  com- 
mon prostitute. 

67.  (1)  Worked  intermittenly  in  a  jewelry  factory  with  her  father.  Earned 
no  wages  until  17.  (2)  Was  then  a  telephone  operator  for  2  years.  She 
married  after  5  years.  She  quarreled  with  her  husband  and  left  him.  Has 
been  soliciting  ever  since,  making  about  $50  a  week.  Has  been  sent  to  the 
Workhouse  once. 

69.  (1)  Clerical  work.  Her  friends  persuaded  her  not  to  work.  First 
a  sex  offender  at  16  years  of  age,  and  shortly  after  left  home  because  her 
mother  objected  to  her  late  hoiu-s.  She  "went  to  Hve  with  a  lover."  She 
did  not  sohcit.     Was  arrested  for  vagrancy  "in  a  row  at  Coney  Island." 

71.  Had  been  on  the  stage  with  her  mother  intermittently  since  a  child. 
She  was  ruined  by  her  stepfather  when  she  was  12.  After  leaving  school 
(1)  went  on  the  stage.  Left  one  show  for  (2)  another  because  she  got  a  better 
w^age.  Was  discharged,  and  one  of  the  actors  invited  her  to  live  with  him 
as  his  wife.  She  did  not  like  him,  and  after  2  weeks  took  about  $4000  worth 
of  his  jeweh-y  and  ran  away. 

72.  (1)  Housework  at  $7.00  a  month.  Left  because  she  did  not  hke  the 
confinement.  (2)  Huyler's  candy  factory.  Left  after  1  year  because  her 
friends  were  laid  off.  (3)  Domestic.  Left  because  she  had  stolen  money 
for  a  girl  friend.  She  was  arrested  and  put  on  probation.  She  persisted  in 
staying  out  late.  Ran  away  to  hve  with  some  man;  was  found  and  sentenced 
to  Bedford. 

73.  (1)  Worked  in  manicuring  estabUshment  and  earned  $10  a  week. 
Left  after  1  year  to  work  in  a  barber's  shop  where  she  would  get  more  money. 
After  23^  years  she  left  to  marry  a  widower  with  2  children.  After  6  months 
she  grew  tired  of  hving  with  him  and  went  on  the  streets.  She  has  gone 
back  to  him  twice  for  a  short  time.  Has  contracted  a  morphine  habit  and 
was  arrested  as  a  common  prostitute.  Has  been  sentenced  to  Blackwell's 
Island  twice.  Was  on  probation  for  6  months  and  in  the  Magdalen  Home  for 
one  day. 

94.  Mother  died  when  the  girl  was  six  and  she  was  put  in  the  Brooklyn 
Orphanage.  (1)  Domestic  for  2  months.  Left  because  the  work  was  too 
hard.  (2)  In  a  tile  factory  for  23^  months.  Left  because  there  was  a  strike 
and  her  father  took  her  to  New  York.  (3)  Tile  factory  for  2  months.  Left 
there  to  live  with  a  man  she  had  met  a  few  weeks  before.  He  left  her  after  a 
few  weeks  and  she  began  to  sohcit.  A  sailor  had  her  arrested  for  steahng 
his  money  when  he  was  intoxicated.  The  probability  is  that  it  was  not  she 
who  was  guilty  of  the  theft.  Had  been  drinking  very  hard  and  her  father 
urged  that  she  be  sent  to  Bedford. 

106.  (1)  Clerk  in  a  small  store  for  a  few  months.  Does  not  know  why  she 
left.  (2)  Waitress.  After  a  few  months  she  got  into  bad  company.  She 
claims  that  she  has  never  been  a  sex  offender  and  that  she  simply  "ran  with 
the  gang."  She  has  always  been  so  untruthful  that  her  family  could  not 
depend  upon  her,  so  they  had  her  sentenced  to  Bedford. 

109.  (1)  Macy's  at  $5  a  week.  After  8  months  left  and  tried  working  (2) 
in  a  cigarette  factory  where  she  could  earn  more,  but  got  into  bad  company 
and  gave  up  working.  Her  mother  sentenced  her  to  the  House  of  the  Good 
Shepherd  because  she  had  bought  goods  and  charged  them  to  the  mistress  of 
another  girl.     She  was  put  on  suspended  sentence.     She  was  a  sex  offender 


APPENDIX  303 

when  16.  After  the  birth  of  her  baby  she  ran  away  from  home  and  hved  with 
"sporting  people."  She  had  no  money  and  so  forged  a  check  using  her  aunt's 
name.  She  has  never  taken  money  for  immoral  relations.  She  has  syphilis. 
117.  (1)  Office  work.  Was  married  at  17.  Left  her  husband  after  4 
years.  Had  contracted  morphine  habit  as  a  result  of  a  doctor's  prescription. 
After  leaving  her  husband  lived  with  a  number  of  other  men,  but  claims  not 
to  have  solicited.  She  was  arrested,  for  possessing  morphine,  as  a  misde- 
meanor. 

Eighth-Grade  Group. 

16.  Left  home  because  she  could  not  get  along  with  her  stepmother.  Went 
to  live  with  a  sister  and  helped  about  the  house.  Was  immoral  first  when  19 
years  old.  She  has  been  sohciting  for  3  years.  Was  sent  to  the  House  of 
Good  Shepherd  when  about  17.  A  year  ago  she  was  married  to  a  man  whom 
she  had  known  2  months.  They  quarreled  very  shortly  and  separated.  She 
has  been  arrested  11  times  and  has  been  sentenced  twice  to  the  House  of  the 
Good  Shepherd. 

23.  Has  never  worked.  Married  a  year  after  leaving  school.  Had  two 
children.  She  left  her  husband,  who  drank,  and  lived  with  another  man,  by 
whom  she  has  had  one  child. 

33.  (1)  China  factory.  Left  to  help  at  home.  (2)  Candy  factory.  Left 
to  help  at  home.  (3)  Cigarette  factory.  Left  to  be  married.  After  a  year 
and  five  months  left  her  husband  because  she  was  tired  of  him,  and  has  been 
on  the  streets  ever  since. 

45.  (1)  Wrapper  in  Abraham  Strauss  at  $5.00  a  week.  She  left  to  get  more 
wages  as  cashier  in  a  moving  picture  show.  After  a  little  she  left  to  go  to 
New  York  with  a  "lover."  She  was  a  sex  offender  first  at  15.  Was  found  by 
her  mother,  who  discovered  that  she  had  gonorrhoea  and  that  she  was  begin- 
ning a  life  of  prostitution,  so  she  had  her  sentenced  to  Bedford. 

78.  (1)  Worked  steadily  for  7  years  and  finally  left  because  her  father  was 
unkind  to  her.  She  had  been  seduced  at  16  by  a  neighbor  much  older  than 
herself.  She  went  to  Boston  and  alternated  between  domestic  service  at 
$4.00  a  week,  prostitution  and  traveling  with  a  circus.  She  made  $20  a 
week  in  the  circus  and  not  less  than  $50  a  week  in  prostitution.  When  ar- 
rested she  was  in  a  disorderly  house  when  it  was  raided. 

83.  (1)  Weaver  making  from  $9  to  $11  a  week.  She  was  laid  off  because  of 
slack  times.  Her  mother  who  was  not  a  good  woman  left  her  to  fare  for  her- 
seK.  She  could  not  get  work  and  got  in  with  girls  who  were  sohciting.  She 
herself  sohcited  for  a  little  while,  then  convicted  herself  and  asked  to  be  sent 
to  Bedford  where  she  hopes  she  can  reform. 

84.  (803)  Had  miscarriage  at  16  while  in  school.  Was  committed  to  Bed- 
ford in  1908.  When  paroled  she  did  housework  for  2J^  years  at  $12  a  month 
in  3  different  places,  and  was  then  rearrested  and  sentenced  on  second  com- 
mitment for  disorderly  conduct. 

90.  (1)  Telephone  operator.  Left  for  more  wages  in  (2)  cigar  factory. 
Her  people  are  well-to-do  and  she  worked  merely  for  spending  money.  Was 
sex  offender  first  at  IS.  She  left  home  and  began  to  sohcit,  earning  $40  a  week. 
She  was  arrested  and  put  on  probation.  While  on  probation  she  was  again 
arrested  for  sohciting  and  sentenced  to  Bedford. 

95.  (904)  Was  sex  offender  fu-st  at  13  years  of  age  and  has  been  immoral 
steadily  ever  since.  She  was  sentenced  to  Bedford  when  17  years  old.  Was 
given  only  a  few  months  of  parole.  She  was  paroled  home  and  did  housework 
in  her  parents'  hotel  until  her  parole  time  was  up.  She  then  began  to  soUcit 
again  and  was  rearrested  on  a  complaint  of  her  mother. 


304  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

97.  (1)  Office  girl  in  Macy's.  Asked  for  a  raise  and  did  not  get  it,  so  left 
after  a  year.  (2)  Cashier  in  a  grocery  store.  Left  because  she  had  to  work 
nights.  She  stayed  home  for  a  year  and  was  then  married  to  an  ItaUan  who 
supported  her  nicely,  but  kept  her  pretty  closely  at  home.  She  grew  tired  of 
the  monotony  of  living  in  her  own  home  and  went  on  the  streets.  Has  been 
twice  arrested. 

100.  (1)  Was  clerk  in  Macy's.  Was  a  sex  offender  at  18  with  one  of  the 
floorwalkers  of  the  store.  She  was  married  at  20  and  after  a  year  and  a  half 
found  her  husband  too  quiet,  so  that  she  left  him  and  went  on  the  streets. 
After  a  year  she  went  back  to  her  husband.  After  the  birth  of  her  chUd  she 
contracted  the  morphine  habit.  Left  her  husband  again  after  2  years  aind 
began  to  solicit.  She  was  arrested  for  sohciting,  having  been  on  Blackwell's 
Island  once,  and  sentenced  to  Bedford. 

125.  Father  was  a  heavy  drinker  and  the  mother  "too  strict."  When  she 
was  11,  mother  put  her  in  Cathohc  Protectory  to  finish  school.  In  her  12th 
year  she  came  out  and  was  supposed  to  be  working.  Instead  she  was  taking 
lessons  to  go  on  the  stage  and  was  a  sex  offender  with  the  man  who  was  teach- 
ing her.  Her  mother  discovered  this  and  she  was  put  in  the  House  of  the  Good 
Shepherd  for  2  years.  After  her  release  she  worked  just  one  week,  when  she 
ran  away  and  began  to  sohcit.  She  earned  about  $50  a  week.  After  a  month 
or  so  she  hated  the  life  of  the  streets  so  that  she  put  on  men's  clothes  and 
went  (1)  to  painting  and  (2)  worked  in  an  automobile  factory.  She  remained 
only  a  few  months  in  each  and  was  arrested  for  masquerading  in  men's  clothes. 

129.  Her  people  are  respectable,  estimable  people.  She  left  school  at  15 
because  it  was  necessary  for  her  to  help  to  support  herself.  She  worked  for  a 
few  months  and  ran  away  with  a  man  whom  she  had  met  shortly  before. 
She  hved  with  him  until  discovered  by  the  police,  when  she  was  sent  to  the 
Refonuatory  at  Lancaster,  Mass.,  for  18  months,  where  she  behaved  so  badly 
that  she  was  transferred  to  Sherburne  Prison.  She  was  paroled  after  8 
months  to  her  mother.  She  worked  as  saleslady  for  3  months,  when  she  ran 
away  with  a  man  whom  she  had  met  in  the  store.  She  then  drifted  to  New 
York  and  joined  an  Italian  gang,  since  which  time  she  has  been  on  the  streets 
sohciting  and  seUing  heroin  and  morphine  for  the  Italian  with  whom  she  lived. 
Members  of  this  gang  were  involved  in  the  "Nash  case"  last  spring  and  her 
"lover"  left  New  York  to  avoid  arrest.  She  was  arrested  but  discharged. 
Has  been  using  drugs  over  a  year.     Has  syphiUs  badly. 

TABLE  73  M. 

The  College  Maids* 

1.  Protestant.  American  born.  17  years,  6  months  old.  Both  parents 
Uving.  Father  a  farmer.  Brothers,  0.  Sisters,  2.  Left  school  at  16  years. 
6-B  grade  (public  school)  completed.  She  felt  that  she  would  hke  work 
better  than  school.  Secured  work  at  Vassar  and  has  been  there  ever  since. 
During  summer  she  stays  at  home.  Healthy  and  attractive  girl,  composed 
and  dignified.     Said  to  be  a  splendid  worker  by  Miss  Barrett. 


*Miss  Blanche  Barrett,  Director  of  Halls,  has  entire  charge  of  the  employ- 
ment of  the  maids  at  Vassar  and  superintends  the  housekeeping  in  the  various 
dormitories  of  the  college.  It  was  through  her  courtesy  that  the  coopera- 
tion of  the  maids  in  these  tests  was  secured.  She  selected  this  group  of  18. 
She  has  taken  not  a  little  interest  in  the  maids  as  individuals,  and  is  con- 
fident that  the  ones  that  we  have  examined  are  self-respecting  and  thor- 
ouo-hly  moral  and  law-abiding.  She  considers  them  all  entirely  efficient  in 
their  work. 


APPENDIX  305 

2.  Protestant.  American  born.  22  years,  8  months  old.  Father  and 
mother  hx-ing.  Father  a  farmer.  Brothers,  0.  Sisters,  2.  Left  school 
(public  school)  at  14  years,  having  completed  5-B  grade.  The  mother  had 
been  ill,  and  the  girl  was  ont  a  considerable  portion  of  the  time  as  a  result. 
She  secured  work  at  ^"assar  and  has  sent  abnost  all  of  her  money  home  to 
her  mother.  She  found  the  position  at  Vassar  through  one  of  her  girl  friends 
who  had  worked  there.  She  Ukes  the  work  very  much.  During  summer 
she  stays  at  home  to  help  her  mother.  Miss  Barrett  says  she  is  a  splendid 
worker.  She  is  sweet  in  her  manner  and  self-contained,  but  dull  and  not 
very  quick  to  understand  what  is  required  in  the  tests. 

3.  CathoUc.  American  born.  21  years,  3  months  old.  Mother  Uving. 
Father  died  2}/)  years  ago.  He  worked  in  a  florist  shop.  Mother  stays  at 
home.  3  brothers,  5,  9,  and  12  years  of  age.  4  sisters.  One  works  at  Vassar 
(see  No.  5);  one  is  married  and  the  others  still  in  school.  Left  school  at  13 
(German  Catholic  school).  5-B  grade  completed.  She  did  not  like  school 
and  wanted  to  go  to  work.  She  secured  work  directly  at  Vassar  and  has  been 
there  ever  since.  During  summers  remains  at  Vassar  to  do  matrons'  laundry. 
Miss  Barrett  says  she  is  one  of  the  most  responsible  maids  on  the  campus, 
that  she  often  acts  in  the  capacity  of  manager  of  the  laundry  when  the  regu- 
lar manager  is  not  there. 

4.  Protestant.  American  born.  27  years,  2  months  old.  Both  parents 
living.  Father's  occupation  unkno'wn.  3  brothers,  2  of  whom  are  dead.  8 
sisters,  3  of  whom  are  dead.  She  herself  is  the  oldest  of  the  family.  Left 
school  (public  school)  at  just  15,  having  completed  4-B  grade.  She  had 
entered  o-B,  but  failed  first  half-tenn.  Was  ill  with  some  nervous  trouble. 
She  liked  school  and  did  not  need  to  go  to  work.  Her  father  was  willing  that 
she  should  go  to  school,  but  she  "just  got  the  idea  that  she  would  like  to  go 
to  work."  She  came  directly  to  Vassar  and  has  been  there  ever  since. 
She  was  told  about  the  work  at  Vassar  by  a  patron  of  the  coUege.  She  was 
put  at  laundry  work  and  has  remained  in  this  work.  Two  of  her  sisters  also 
work  at  Vassar;  one  has  been  there  7  years  and  the  other  4.  During  the  first 
summer  she  worked  in  a  private  family.  During  the  second  summer  in  the 
Queens  City  Underwear  factory  and  she  did  not  like  factory  work.  During 
the  4  following  summers  she  lived  at  home,  and  dm-ing  the  last  5  summers 
she  has  done  laundry  work  at  a  nearby  Lake  where  she  has  been  paid  $20  a 
month  and  living.  She  does  not  send  any  money  home,  but  saves  a  certain 
amount  every  year.  She  goes  to  the  maids'  club  house  at  Vassar;  is  studying 
the  mandohn  and  Arithmetic  and  Enghsh.  She  is  not  very  quick  to  compre- 
hend situations,  but  is  an  efficient  worker,  according  to  Miss  Barrett. 

5.  Catholic.  American  born.  18  years,  2  months  old.  Sister  to  No.  3 
(see  above).  Finished  6-B  grade  (German  Cathohc  school)  at  15  and  went 
into  the  7th  grade  for  3  months.  Did  not  like  school.  It  was  hard  and 
she  wanted  to  go  to  work.  Family  would  have  kept  her  in  school,  but  she 
wanted  to  work.  She  seciu-ed  work  at  Vassar  immediately  upon  leaving 
school  and  has  been  there  ever  since.  During  summers  she  remains  at  the 
college  and  helps  to  house-clean.  She  gives  all  her  money  to  her  mother,  and 
the  mother  gives  her  car-fare  and  buys  her  clothes  for  her.  She  is  a  very 
efficient  worker,  according  to  Miss  Barrett.  She  is  a  pretty  little,  dark- 
haired,  bro\vn-eyed,  stalky,  good-natured  girl.  She  tried  very  hard  to  do 
her  best  in  the  test,  and  was  fearful  that  she  wo\ild  not  do  well  enough.  She 
has  pleasing,  quiet  manners. 

6.  Protestant.  American  born.  23  years,  9  months  old.  Parents  both 
living.  Father  owns  his  own  farm  in  U —  County  and  raises  raspberries 
and  strawberries.  Twin  brothers,  of  whom  one  died  in  infancy.  One  sister  8 
years  old.  She  went  to  a  country  school  and  left  at  15,  having  finished  the 
highest  class.     She  could  not  go  to  high  school  because  it  was  too  far  away,  and 


306  THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 

her  father  could  not  afford  to  let  her  board  in  the  village.  She  stayed  home  for 
2  years.  About  this  time  a  neighbor  who  had  worked  at  Vassar  told  her  about 
the  coUege.  She  applied  for  a  position  and  was  taken  as  marker  in  the  laundry, 
where  she  has  remained  ever  since.  Each  summer  she  has  gone  home,  with  the 
exception  of  the  summer  before  last  when  she  stayed  at  the  college  and  did  din- 
ing-room work.  Her  mother  wants  her  to  come  home  in  the  summer.  She 
goes  to  the  club  house  to  read  and  sew.  She  sends  no  money  home,  but  is  sav- 
ing some.  She  earned  $3.23  a  week  for  the  first  5  years  and  $4.61  the  last  year. 
She  is  a  pretty,  fair-haired,  self-contained,  perfectly  normal  girl  for  her  age. 
She  has  a  clear,  happy  voice,  which  is  well  modulated  and  her  enunciatipn 
is  good.  From  her  appearance  at  first  I  thought  she  might  be  one  of  the 
college  girls.  Her  attitude  toward  her  work  is  perfectly  sensible  and  she 
likes  work  better  than  she  liked  school.  Miss  Barrett  says  that  she  is  a  very 
efficient  maid.  She  tried  very  hard  in  the  tests,  but  it  was  evident  that 
she  was  not  capable  of  understanding  quickly  the  more  complex  ones. 

7.  Protestant.  Born  in  Norway.  24  years  old.  Both  parents  living. 
Father  a  carpenter.  Number  of  sibhngs  imknown.f  Left  school  at  14, 
having  finished  8th  grade  (pubhc  school).  She  left  school  because  it  is  the 
custom  for  girls  of  her  social  class  in  Norway  to  go  to  work  when  they  have 
finished  the  grades.  A  friend  of  hers  was  a  maid  in  the  donnitories  at  the 
University  of  Chicago  and  through  her  she  came  to  America.  She  has  been 
a  waitress  and  doormaid  in  one  of  the  University  dormitories  ever  since. 
The  maids  at  Chicago  work  for  11  months  and  so  have  only  one  month's 
vacation.  She  learned  Enghsh  in  a  remarkably  short  time.  Is  extremely 
eflBcient,  wide-awake,  wholesome  and  intelligent.  There  can  be  no  question 
but  that  she  is  perfectly  normal.  She  makes  all  her  own  clothes,  which  are 
in  very  good  taste,  and  besides  sending  money  home  to  her  mother,  is  saving 
a  portion  of  her  salary  for  herseK. 

8.  Cathohc.  American  born.  17  years,  10  months  old.  Parents  born 
in  Germany.  Both  parents  living.  Father  is  a  carpenter.  He  was  married 
once  before  and  had  2  sons  by  his  first  marriage.  By  the  second  marriage 
there  are  2  daughters,  of  whom  the  one  we  examined  is  the  older  by  22  months. 
(The  younger  has  worked  in  the  laundry  at  Vassar  and  is  efficient.)  She 
did  not  like  school  very  well,  but  her  mother  insisted  that  she  continue  until 
she  had  finished  the  8th  grade.  She  left  at  14.  Her  mother  was  anxious  to 
have  her  go  to  high  school,  but  she  herself  was  eager  to  go  to  work.  She  did 
general  housework  for  the  first  year  at  $12  a  month.  She  liked  it,  but  her 
mistress  broke  up  housekeeping.  A  girl  with  whom  she  had  gone  to  school 
told  her  about  positions  at  Vassar.  She  put  in  her  apphcation  and  has  been 
in  the  laundry  for  the  past  3  years.  She  Ukes  the  work  very  much.  Has 
never  regretted  leaving  school  and  is  coming  back  again  next  year.  The  first 
year  she  earned  $17.50  a  month;  the  second  year  $18.50  and  now  $20.  The 
smnmer  before  last  she  went  to  New  Jersey  with  her  first  mistress,  who  paid 
her  fare  there  and  back  and  gave  her  a  wage  of  $18.50  a  month.  The  other 
two  simimers  she  stayed  at  home.  She  gives  all  her  money  to  her  mother 
who  buys  her  clothes.  She  says  she  likes  to  have  her  mother  go  with  her  to 
buy  her  clothes,  because  she  is  a  better  buyer.  She  is  a  clean,  pretty,  neat, 
self-contained  girl,  quite  Uke  the  best  type  of  small-town,  high-school  girl. 
She  has  a  sweet,  refined  voice  and  pretty,  happy  ways.  She  wears  a  little 
diamond  engagement  ring.     She  has  unusually  deft  and  beautiful  hands. 


t  We  overlooked  some  items  in  questioning  these  girls.  Unknown  in  their 
histories  does  not  mean  that  they  do  not  know,  as  for  the  most  part  it  does 
in  the  records  of  the  reformatory  women. 


APPENDIX  307 

9.  Protestant.  Born  in  Scotland.  21  years  old.  Both  parents  living. 
Father  a  machinist.  Siblings  unknown.  She  left  school  at  14,  having  fin- 
ished 7-B  grade  (public  school).  She  liked  school,  but  was  anxious  to  go  to 
work.  She  came  to  America  and  secured  work  at  the  University  of  Chicago 
through  a  cousin  of  hers  who  was  employed  there  as  a  waitress.  She  has 
remained  there  ever  since,  working  11  out  of  12  months  in  the  year,  and  doing 
her  work  extremely  well.  She  sends  $5  a  month  home  to  her  people  and  is 
saving  for  herself  a  small  margin  of  her  wages.  She  likes  her  work  and  wiU 
probably  continue  as  a  waitress  in  the  dormitory  until  she  marries.  She  is 
a  very  attractive  girl,  and  is  well  hked  both  by  the  other  maids  and  the  stu- 
dents. 

10.  Cathohc.  American  born.  Father  a  saloon  keeper.  IS  years,  8 
months  old.  Both  parents  living.  Mother  became  insane  and  was  put  in 
an  asylimi  when  this  girl  was  5  years  old.  The  child  was  put  in  a  Home  of 
the  Friendless.  She  came  out  at  12  years  of  age  and  was  sent  to  hve  with 
an  aunt.  She  entered  the  5tli  grade  (German  Cathohc  school).  She  finished 
the  6th  grade  and  left  school  at  14  years  of  age.  2  brothers  and  2  sisters. 
She  hked  school,  but  has  liked  work  better.  It  was  not  necessary  for  her  to 
go  to  work  as  her  aunt  was  wilhng  for  her  to  remain  in  school,  but  she  pre- 
ferred to  work.  She  first  was  a  housemaid  for  over  a  year  and  received  $5 
a  week,  answering  the  telephone  and  door  and  waiting  upon  table.  She  left 
this  place  to  go  to  Vassar  because  she  wished  to  be  with  her  sister,  who  had 
been  a  maid  at  the  college  for  3  years.  Her  sister  has  since  left  to  go  into 
factory  work.  She  is  very  clever  with  her  needle  and  for  this  reason  hkes 
factory  work  which  she  is  doing.  Miss  Barrett  says  that  the  girl  we  examined 
is  also  a  beautiful  seamstress  and  will  probably  go  with  her  sister.  During 
the  summer  she  works  in  the  factory  with  her  sister.  She  is  a  pretty,  re- 
sponsive, well-balanced  girl,  who  is  saving  money  and  hopes  some  day  to  be 
a  dressmaker. 

11.  Protestant.  Born  in  Scotland.  21  years,  11  months  old.  Parents 
hving.  Father's  occupation  unknowm.  1  brother.  1  sister.  Left  school 
at  14,  having  gone  through  the  "supplementary"  which  is  probably  equivalent 
to  our  8th  grade.  She  says  that  it  is  the  custom  among  girls  in  her  class  in 
Scotland  to  go  to  work  after  finishing  this  class.  She  was  first  a  maid  in 
Scotland  for  3J^  years,  earning  $3.46  a  week  and  her  board.  She  then  came 
to  America  because  her  brother  and  sister  were  here.  She  did  housework 
at  $18  a  month  for  5  months  and  left  this  because  the  man  of  the  house  at- 
tempted to  make  improper  advances.  She  then  went  to  New  York  to  stay 
with  her  sister.  Her  brother  had  worked  in  Poughkeepsie  and  through  him 
ehe  came  to  the  college  shortly.  She  has  been  there  3  years,  earning  $4.26  a 
week  and  her  board.  Since  leaving  school  she  has  been  idle  but  20  weeks  in 
all.  During  the  summer  she  waits  on  table  in  a  httle  summer  resort  in  Con- 
necticut. She  has  one  of  the  more  important  positions  at  Vassar  and  is 
thoroughly  efficient.  She  is  a  pretty,  dark-haired  girl  who  carries  herself 
well.  She  looked  very  wholesome  and  healthy.  Her  cheeks  are  red  and 
her  eyes  bright.  She  has  impacted  molars  and  wears  glasses.  She  enunci- 
ates well  and  has  a  pleasing  voice.  Her  hands  were  very  pretty  and 
she  used  them  well.  She  is  very  happy  in  the  work  at  Vassar  and  intends 
to  remain.  She  hkes  the  little  summer  resort  in  Connecticut  because  it  is 
thoroughly  respectable  and  a  healthful  place  to  be. 

12.  Protestant.  American  born.  23  years,  8  months  old.  Parents  hving. 
Father's  occupation  unkno^\'n.  Number  of  brothers  and  sisters  unknown. 
Left  school  at  16,  haining  completed  the  6th  grade  (pubhc  school).  She  hked 
school,  but  preferred  to  go  to  work.  She  worked  in  a  shirt  shop  for  a  j^ear, 
did  side-filling,  where  she  earned  $7  a  week  at  piece  work.  She  left  there  to 
come  to  Vassar,  where  a  friend  of  hers  was  employed,  because  wages  were 


308  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

better.  She  has  been  there  for  6  years,  earning  $4.26  a  week  and  Uving. 
She  is  altogether  happy  in  the  work  and  intends  to  continue.  She  goes  home 
for  the  summers.     She  is  a  normal,  wholesome  girl. 

13.  Protestant.  American  born.  21  years  old  Father  died  3  years  ago. 
Father  was  R.  R.  conductor.  4  brothers,  2  older  and  2  yoimger  than  herself. 
4  sisters,  2  of  whom  are  older  and  2  of  whom  are  younger.  None  of  her 
siblings  have  gone  into  the  high  school.  2  of  her  sisters  were  doing  house- 
work and  are  now  doing  nothing.  The  older  brothers  support  the  mother 
and  family.  She  left  school  at  15,  having  finished  the  7th  grade,  not  because 
she  did  not  like  school,  but  because  she  was  anxious  to  earn  money.  She  was 
cash  girl  in  a  department  store  for  23^  years,  earning  $2.75  a  week.  She 
was  then  a  bundler  for  6  months  at  the  same  wage,  and  clerk  for  2  months 
at  $3.50.  She  left  because  she  was  tired  of  working  in  the  store  and  because 
she  heard  about  the  work  at  Vassar.  She  did  not  stop  to  consider  the  matter 
of  salary.  She  worked  in  the  pantry  for  the  first  2  years  at  Vassar  at  $4.00 
a  week  and  is  now  dining-room  girl.  She  likes  this  work  much  better  than 
clerking,  partly  because  when  she  was  at  home  she  gave  her  money  to  her 
mother,  but  now  she  has  it  for  herself.  She  clerked  in  the  store  the  first 
siunmer  that  she  was  at  Vassar.     Last  summer  she  was  at  home  and  this  year 

she  goes  to as  a  waitress.     She  is  a  slender,  well-poised  girl,  rather  more 

considerate  of  herself  than  others.  She  has  perhaps  less  sease  of  the  value 
of  money  than  som.e  of  the  other  maids,  but  is  on  the  whole  a  sensible  and 
wholesome  girl.     More  efficient  than  average,  according  to  Miss  Barrett. 

14.  Protestant.  American  bom.  25  years  old.  Parents  both  Uving. 
Father  game-keeper.  1  brother  dead.  1  sister.  She  left  school  at  15,  hav- 
ing completed  2-B  (public  school).  Worked  in  musical  string  factory.  Came 
to  Vassar  3  years  ago.  Waitress  in  same  summer  hotel  for  seven  years. 
More  efficient  than  average  and  very  dependable.  She  is  a  very  serious, 
rather  frail  woman  who  does  her  work  very  thoroughly  and  conscientiously. 
She  is  very  religious  and  most  puritanical  in  her  attitude  toward  dancing 
and  card  playing. 

15.  Catholic.  American  born.  19  years  old.  Mother  died  when  the 
girl  was  4  years  old.  Father  shoemaker.  1  brother.  No  sisters.  He  has 
not  married  again.  The  girl  lived  with  an  aunt  who  was  good  to  her  and 
wanted  her  to  go  further  in  school.  She,  however,  knew  that  she  wanted  to 
go  to  work,  so  she  left  school  (Catholic)  at  13,  having  completed  6-A.  She 
obtained  a  position  at  Vassar  almost  at  once  and  has  remained  ever  since, 
earning  $4.15  a  week.  She  has  worked  each  summer  at  the  same  resort  in 
Connecticut.  She  is  a  rather  keen,  self-possessed,  sensible  girl  who  likes  to 
work.  She  is  saving  money  against  possible  illness  or  ill  fortune.  She  goes 
to  the  resort  in  Connecticut  because  it  is  quiet  and  respectable. 

16.  Protestant.  American  born.  16  years,  2  months  old.  Father  a 
carpenter,  not  very  well,  and  the  girl  thought  she  ought  to  go  to  work.  She 
has  one  sister.  Her  parents  would  have  preferred  that  she  remain  in  school. 
She  left  after  completing  8-A  (pubhc  school)  at  14.  She  woidd  have  gradu- 
ated had  it  not  been  for  being  back  in  Sth-grade  aritlimetic.  She  secured 
work  at  Vassar  almost  immediately,  and  sends  $4  a  month  home.  Her 
sister  also  has  worked  at  Vassar  for  3  years.  One  is  pantr^^naid,  the  other 
chambermaid.  Each  earns  $4.26  a  week  and  they  go  home  for  the  siunmer. 
She  is  a  fair-haired,  tall  girl,  with  pretty  voice  and  nice  hands.  She  is  alto- 
gether unself conscious  and  happy  in  her  work.  She  is  the  type  of  working 
woman  that  it  is  a  pleasure  to  meet,  because  she  is  so  content  with  her  work. 
Instead  of  being  embarrassed  that  she  is  only  a  maid,  she  dignifies  the  thing 
she  is  doing. 


APPENDIX  309 

17.  Catholic.  American  born.  29  years,  5  months  old.  Father,  a  farmer, 
died  when  she  was  2  years  old.  Parents  were  both  American  born.  She  was 
an  onl}'  child.  She  left  school  at  14  years  of  age,  having  completed  7-B 
grade  (country  school).  She  was  obhged  to  leave  school  in  order  to  help 
her  mother,  for  the  uncle  who  had  been  their  support  had  married  and  gone 
away.  She  did  housework  for  the  first  winter  at  $12  a  month  and  did  not  like 
it.  The  second  summer  she  worked  at  a  summer  hotel  in  her  home  town  as 
waitress  and  earned  $12  a  month.  She  had  cousins  who  hve  near  Poughkeepsie 
through  whom  she  heard  of  the  positions  at  Vassar.  She  put  in  an 
application  and  secured  work  almost  at  once  as  an  elevator  maid, 
where  she  remained  for  5  years  at  $2.70  a  week.  For  5  months  she  worked 
in  a  telephone  office  in  her  home  town.  After  the  fifth  year  at  Va'^sar  she 
stayed  on  in  the  telephone  office  all  winter  at  $12  a  month  and  board  because 
they  begged  her  to  remain.  Diu-ing  that  winter  she  learned  telegraphy. 
Then  she  took  a  position  in  the  telegraph  office  at  $15  in  the  winter  and  $20 
in  the  simimer  with  board  and  room.  This  she  held  for  1  year  and  5  months, 
when  she  was  married.  She  has  had  no  children.  Her  husband  was  tele- 
graph operator  and  they  moved  to  a  western  city.  There  the  office  was  short 
of  help  for  9  months  and  she  took  a  position  as  telegrapher  at  $57.50  a  month. 
They  lived  there  3  years.  Then  her  mother  was  taken  ill  and  she  came  back 
to  take  care  of  her.  The  mother  was  old  and  afraid  to  go  so  far  "out  west." 
The  illness  protracted  itself  until  the  husband  grew  lonely,  gave  up  his 
position  in  Kansas  and  came  east  to  be  with  her.  He  then  procured  work 
for  a  R.  R.  at  $60  a  month,  and  after  the  death  of  her  mother  she  came 
to  Vassar  thinking  that  after  a  year  she  would  save  enough  money  to  start 
housekeeping.  In  the  days  when  she  first  went  to  Vassar,  the  wages  were 
not  as  high  as  they  are  now,  which  accounts  for  the  fact  that  she  then  earned 
only  $2.70  a  week.  She  now  earns  $16  a  month,  and  if  she  remains  will 
probably  succeed  in  being  promoted  to  $25  a  month.  Much  more  efficient 
than  average. 

18.  Protestant.  American  born.  19  j^ears,  10  months  old.  Both  parents 
living,  American  born.  Father  is  a  wagon  painter.  He  became  crippled 
5  years  ago  with  rheimiatism.  Mother  is  a  cook  in  a  wealthy  neighboring 
family.  2  sisters,  one  married  and  one  in  high  school.  Left  school  at  18 
years  of  age,  having  completed  13-2  years  of  high  school,  because  she  wanted 
to  save  money  to  take  training  to  become  a  nurse.  She  had  a  cousin  at 
Vassar  through  whom  she  secured  work.  She  is  glad  of  the  opportunity  to 
work  at  Vassar  and  is  saving  her  money.  After  another  year  she  expects 
to  leave  and  take  her  training  in  a  Hospital  in  New  York.  It  was  her 
school  principal  who  interested  her  in  the  project.  She  earns  $3.69  a  week 
at  Vassar.  She  is  a  slender,  rather  refined  looking  girl.  Her  enunciation  is 
excellent.  She  is  a  person  without  much  force,  but  absolutely  normal  and 
sensible,  extremely  well-mannered  and  dignified. 

19.  Protestant.  American  born.  28  years  old.  Father  dead.  She  is  an 
only  child.  Father  was  a  soldier  in  the  army.  She  was  16  and  about  to 
finish  the  Sth  grade  when  the  Philippine  war  took  her  father  away  from 
home.  It  was  not  necessary,  but  she  felt  that  she  ought  to  go  to  work.  She 
secured  work  as  bookkeeper  in  a  government  post  at  $25  a  month.  After 
a  year  her  salary  was  raised  to  $30.  She  stayed  3  years  and  was  then  married. 
Her  husband  supported  her  very  nicely,  but  died  after  5  years.  They  had 
one  httle  girl.  She  then  took  the  child  and  went  back  to  her  mother.  She 
secured  her  former  position,  again  earning  $35  a  month.  After  a  year  her 
salary  was  raised  to  $40  and  at  the  end  of  the  second  year  to  $45  a  month. 
It  was  a  government  position  and  has  lately  been  reorganized,  so  that  the 
soldiers  themselves  do  the  work  and  paid  clerks  were  dismissed.  She  then 
secured  work  at  Vassar,  where  she  has  been  for  1  year  earning  $3.69  a  week. 


310  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

Miss  Barrett  says  that  she  is  to  have  $25  a  month  next  year.  She  is  a  quiet, 
well-poised  and  dignified  young  woman.  She  has  a  refined  voice  and  is 
rather  fine  looking.  She  still  mourns  the  death  of  her  husband  and  regrets 
that  she  can  do  so  Httle  for  her  child.  She  is  saving  all  she  can  of  her  wages 
in  order  to  send  the  child  to  school  some  day.  Much  above  the  average  in 
efficiency. 

20.  Protestant.  American  bom.  22  years  old.  Both  parents  living. 
Father's  occupation  unknown.  5  brothers,  one  of  whom  is  dead.  No  sisters. 
She  left  school,  having  completed  the  3d  year  of  high  school  at  17  years  of 
age,  because  she  was  convinced  there  were  other  things  she  would  hke  better 
to  do.  She  stayed  at  home  for  2  years.  Her  family  felt  very  badly  about 
her  not  going  on  to  school.  After  2  years  at  home  she  taught  in  a  private 
school  for  the  feeble-minded  where  there  were  10  children.  She  was  paid 
$25  a  month  and  hving.  After  14  months,  the  daughter  of  the  man  who 
maintained  this  school  returned  from  the  Normal  and  supplanted  her.  She 
stayed  home  a  year  and  then  came  to  Vassar.  She  wanted  to  go  to  the 
Hudson  State  Hospital,  but  her  people  persuaded  her  to  come  to  the  College 
instead.  She  has  black  hair  and  much  color.  She  is  really  an  unusually 
bright  girl.  She  carries  herself  well,  is  keen,  attractive  and  mature.  On 
the  whole  she  thinks  it  would  be  best  for  her  to  go  back  to  school,  but  her 
home  is  in  a  small  town,  and  her  pride  won't  let  her.  She  thinks  she  will 
become  a  nm-se.  She  enunciates  well  and  has  excellent  control  of  language. 
She  is  entirely  stable  and  impressed  me  as  being  quite  as  able  and  intelli- 
gent as  the  average  college  freshman.  She  reahzes  she  is  capable  of  doing 
something  better  than  the  work  at  Vassar  and  will  probably  not  remain 
longer  than  another  year. 


APPENDIX 


311 


TABLE  74. 
Below-Grade  Group 


Age 

fc-  s 

Previous  Inst.  * 

Previous  Inst.* 

oH 

Offense 

Record 

""J 

Record.      Criminal 

Non-criminal 

38 

19:6 

Indicted      and      ar- 
rested   for    Granc 
Larceny;    pleadec 
guilty      to      Petit 
Larceny. 

65 

20:6 

Vagrancy. 

j 

County  House. 

1 

City  Hospital. 

122    20 

Petit  Larceny. 

lOne  arrest;  probation, 
1     broken.                        i 

123'  16:1 

Disorderly  Person. 

124 

25:9 

Common  Prostitute. 

8 

22:10 

Common  Prostitute. 

Workhouse,  10  days. 
Workhouse,   5  days. 
4  finger  prints. 

22 

23:8 

Vagrancy. 

51 

21:11 

Common  Prostitute. 

Florence        Crittenden 

Home,  2  days. 
Workhouse,  6  mos. 

56 

27:6 

Adultery. 

House  of  Good  Shep- 
herd, Troy,  3  mos. 

92 

17:9 

Disorderly  Child. 

BrookljTi         Training 

School,  8  mos. 
Wayside  Home. 
Probation. 

101 

21:2 

Common  Prostitute. 

House  of  Holy  Family, 
N.  Y.,  18  mos. 

112 

22:4 

Petit  Larceny. 

"Mother  tried  to  have 
her  put  away  at  16." 

Day  Nursery. 

127 

20:3 

Vagrancy. 

House  of  Good  Shep- 
herd, 3  mos. 

St.    Joseph's   Home, 

Brooklyn,   11   yrs. 

Kings  Co.  Hospital. 

24 

17:11 

Associating         with 

Raffael     Home,     New- 

Kings Co.  Hospital, 

vicious  persons. 

ark,  11  mos. 
Gerry    Soc.    Home,   5 
mos. 

3  mos. 

29 

18:3 

Vagrant.  Chan.  887, 

House  of  Good  Shep- 

Metropolitan Hosp., 

Subdiv.    3,    Code 

herd,  5  mos. 

1  mo. 

of    Criminal    Pro- 

cedure. 

42 

17:5 

Vagrancy. 

Albany  Shelter,  4  mos. 

87 

23:11 

Prostitution. 

House  of   Good  Shep- 
herd, Peekskill. 

102 

18:6 

Common  Prostitute. 

Blackwell's    Island. 
Probation. 

115 

18:6 

Petit  Larceny. 

20 

22:11 

Common  Prostitute. 

Arrested   7    times. 
6  times  on  Blackwell's 
Is.,  5  to  15  days. 

*Blank  space  means  there  was  no  institutional  record. 


312 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


TABLE  74:— Continued 


Age 

^  9 

Offense 

Previous  Inst. 
Record.      Criminal 

Previous  Inst. 

o1? 

Record 

°  i 

sj 

Non-criminal 

zs 

>^§ 

53 

27:9 

Common  Prostitute. 

Blackwell's    Is.    twice, 
10  days  and  30  days. 

81 

16:4 

Vagrancy       (Prosti- 
tute). 

85 

28:3 

Prostitution. 

CathoUc  Protectory  at 

11. 
7  finger  prints. 

91 

27:4 

Common  Prostitute. 

Bedford  once  and  dis- 

charged. 

104 

19:2 

Vagrancy. 

Says     she     was     with 
Sisters  once  in  a 
place  like  this. 

114 

16:3 

Vagrancy.    Sec.  887, 
Subdiv.  3  of  Code 
of    Criminal    Pro- 
cedure. 

Arrested  once  and  held 
as  ■witness  by  Gerry 
Society. 

18 

24:1 

Common  Prostitute. 

35 

33 

Common  Prostitute. 

40 

17:4 

Common  Prostitute. 

44 

21:6 

Common  Prostitute. 

64 

22:5 

Common  Prostitute. 

Workhouse  7  times. 
5  finger  prints. 
Discharged  once;  fined 
once. 

108 

18:2 

Vagrancy. 

116 

25:2 

Common  Prostitute. 

One  arrest  for  desert- 
ing child.     4   days. 

128 

25:11 

Petit  Larceny. 

Blackwell's    Island,    6  Bellevue  Hospital,  6 

mos. 

mos. 

V. 

Grade  Group. 

2 

18:7 

Vagrancy. 

White  Plains  Tem- 
porary Home  from 
5  to  10  }TS.  of  age. 

St.  John's  Hospital, 
Yonkers,  for  hip 
joint  disease  at 
3  JTS.  of  age.  At 
13  fractured  hip 
and  in  Hospital 
3  mos. 

9 

22:11 

Loitering    (Common 
Prostitute). 

House  of  Good  Shep- 
herd, 3  mos. 
2  finger  prints. 

30 

22:10 

Disposing  of  cocame. 

3    arrests;    once    sen- 
tence       suspended; 
sentence  for  1  yr.  to 

Workhouse,  20  days. 

34 

20:5 

Common  Prostitute. 

36 

20:4 

Attempting  to  com- 
mit   Grand    Lar- 
ceny, 2d  degree. 

Dominican  Sisters, 
Sullivan  Co.,  12 
yrs. 

APPENDIX 


313 


TABLE  7i— Continued 


Age 

* 

Previous  Inst. 

Previous  Inst. 

o  a 

Oflfense 

Record.     Criminal 

Record 

o  y 

2  o 

Non-criminal 

z^ 

>^§ 

39 

21:7 

Common  Prostitute. 

Arrested  on  false 
charge  of  stealing; 
discharged. 

House  of  Good  Shep- 
herd, 2  JTS. 

70 

23 

Grand   Larceny,   2d 
degree. 

Confined    in    N-    Y. 
Foundling   Hosp. 

74 

27:1 

Common  Prostitute. 

82 

20:1 

Petit  Larceny. 

VI.  Grade  Group. 


16: 
26: 
17: 
17: 


Common  Prostitute. 


Common  Prostitute. 


Vagrancy. 


Burglary,  3d  degree. 


13    20:2    Vagrancy. 

21    15: 10  Disorderly  Child. 

25    20:11  Common  Prostitute. 


57 


17:2 


19: 
26: 


89    17:1 


Common  Prostitute. 
Common  Prostitute. 


Common  Prostitute. 


93 
103 
111 


26: 
18: 
30 


Common  Prostitute. 

Endangering  health 
of  minor. 

Associating  with  dis- 
orderly persons. 

Common  Prostitute. 

Incorrigible  Child. 
Habitual  Drunkard. 


House  of  Holy  Fam- 
ily. 1  JT-. 

1  finger  print. 

House  of  Mercy,  9  mos. 

Workhouse,  5  days  and 
10  days. 

Hudson  Training 

School,  4  yrs. 


House  of  Mercy,  1  yr. 
'House  of  Good  Shep- 
]     herd,  1  yr. 

IWaverly     House,      30 

days, 
i  Probation. 

House  of  Good  Shep- 
herd, 5  mos. 

Miss  Westcott's  Home, 
3  wks. 

Florence       Crittenden 
Home,  6  days. 

Waverly  House,  4  mos. 


White  Plains  Temp. 

Home,   17  mos. 
Eastview  Hospital. 
White  Plains  Temp. 

Home,  6  \ts. 


Once  before  Children's 
Court. 

2  arrests.  Blackwell's 
Island. 

Florence  Crittenden 
Home,  5  days. 

St.  Ann's  Home,  Al- 
bany, 6  mos. 


Neurological 

Institute. 
BelleviewHosp. 
Jefferson  Home 

Kansas  Cy. 


314 


THE    MENTALITY    OF   THE    CRIMINAL   WOMAN 


TABLE    7 i— Continued 
VII.  Grade  Group. 


Age 

<«  ® 

Ofifense 

Previous  Inst. 
Record.      Criminal 

Previous  Inst. 

O    rt 

Record 

°  i 

£| 

Non-criminal 

;?£ 

>hS 

12    19:4 

Vagrancy. 

14;  18:4 

Common  Prostitute. 

1  arrest;  probation. 

261  20:3 

Common  Prostitute. 

Bedford,  3  yrs. 

31 

27:11 

Keeping    Disorderly 
House. 

Lying  in  Hosp.   for 
birth  of  baby. 

32 

27:3 

Keeping    Disorderly 
House. 

52 

28:1 

Sec.     1458     Consol. 
Act.     (Counted  as 
C.  P.) 

1  arrest;  probation. 

66   23:4 

Common  Prostitute. 

67 

25:4 

Common  Prostitute. 

Workhouse  once;  sen- 
tence 6  mos.;  did  2 
mos. 

69 

19:1 

Vagrancy. 

71 

17:4 

Grand  Larceny,   1st 
degree. 

72 

18:2 

Petit  Larceny. 

Probation. 

73 

22:5 

Common  Prostitute. 

BlackweU's  Is.  twice. 
Probation,  6  mos. 
Magdalen,   1  day. 

94 

16:10 

Vagrancy. 

Beecher    Home, 
Brooklyn,  5  yrs. 

106 

17:2 

Associating  with  Dis- 
orderly Persons. 

109 

18:7 

Grand   Larcenj^,    2d 
degree. 

Suspended       sentence, 
May,  1912. 

House  of  Good  Shep- 
herd, 3  mos. 

117 

22 

Having  Narcotics  in 
Possession    as     a 
Misdemeanor. 

Suspended      sentence; 
broke  probation. 

APPENDIX 


315 


TABLE  74     (Continued) 
VIII.  Grade  Group. 


Age 

^  ® 

Offense 

Previous  Inst. 
Record.     Criminal 

Previous  Inst. 

oti 

Record 

o  i 

s| 

Non-criminal 

;?£ 

>^§ 

16    23:10 

Common  Prostitute. 

Arrested  11  times. 

7  times  fined  $10. 

4     times,     Blackwell's 

Is.,  5-30  days. 

2  times  House  of  Good 

Shepherd,      5     wlcs. 

1 

and  6  wks. 

231  28:5 

Common  Prostitute. 

Brooklyn  Industrial 

School,  4  yrs. 

Brooklyn     Training 

School,  2  yrs. 

33 

21:8 

Common  Prostitute. 

Catholic  Protectory,  5 
mos. 

45    16:6 

Vagrancy. 

78    23:3 

Common   Prostitute 

(Vagrancy) . 

83    17:1 

Vagrancy. 

841  28:1 

Disorderly  Conduct. 

Bedford,  3  yrs. 

90    19:3 

Prostitution. 

Probation  once  which 
she  broke. 

95    20:5 

Vagrancy. 

Bedford,  3  yrs. 

97,  25:11 

Common  Prostitute. 

2  arrests 

Blackwell's   Island. 

100 

24:7 

Common  Prostitute. 

BlackweU's  Is.  once. 

125 

17:8 

Vagrancy. 

Cathohc  Protectory,  11 
mos. 

House  of  Good  Shep- 
herd, 2  yrs. 

129 

22:8 

Common  Prostitute. 

Lancaster       Reforma- 
tory, Mass.,  18  mos. 

Transferred    to    Sher- 
burne Prison,  8  mos., 
twice  discharged. 

TABLE  75. 
Below-Grade  Group. 


Inmate's     Inmate's 

Number 

Age  When 

Age  When 

SibUngs 

1 

ti 

Father's 

Mother's 

•d 

01 

•a 

Ol 

w 

Occupation 

Occupation 

U 

U,     J- 

d 

O 

d 

5-0 
§5 

2  S 

fa  « 

Bros. 

Sisters 

38 

Coal  yard. 

None. 

9 

2 

1 

65 

Water  Supply- 
Section  Boss. 

Shirt  ironer.    . 

13 

4 

4 

122 

Presser. 

None. 

3 

2 

123 

Foreman  R.  R. 
Gang. 

None. 

2 

X 

3  own 
3  half 

124 

Farm  helper. 

None. 

17 

23 

(D* 

8 

QuarrjTnan. 

None. 

2 

4 

22 

Fanns  small  farm. 

None. 

1 

(1) 

51 

Shoemaker. 

None. 

1 

2 

56 

Carpenter. 

None. 

6 

1 

3 

92 

Colors  paper  in  fac- 
tory. 

None. 

4(2) 

2(1) 

101 

Street  cleaner. 

O^rtTi;  none. 

Step;  sewing  and 
artificial  flowers. 

3 

X 

lown 
2  half 

1  own 

2  half 

112 

Asst.  Foreman  in 
feed  store. 

Housekeeper. 

1 

4 

127 

Peddler. 

None. 

2 

3 

1 

11(9) 

24 

Painter. 

Lace  maker. 

9 

1 

5 

29 

None;     supported 

by  mother. 
Step;  chauffeur. 

Day's  work. 

3 

X 

1  own 
Ihalf 

2  own 
Ihalf 

42 

Farm  laborer. 

None. 

6 

5 

87 

Day's    work;    wig- 
maker  and  gam- 
bler. 

Wigmaker. 

3 

(1) 

102 

Iron  railer. 

Hat  maker. 

3 

2 (dead) 

1 

115 

Step;  butcher  farm 
hand. 

None. 

1 

2 

1  own 
7  half 

20 

Fur  cutter. 

None. 

2 

53 

Own;    laborer    and 

express  driver. 
Step ;  express  driver. 

None. 

16 

X 

4 

81 

Driver. 

Day's  work. 

11 

1 

85 

Bricklayer. 

X. 

1 

1 

91 

Own;  driver. 
Step;  X. 

Laundress. 

7 

X 

lown 
4  half 

1  ovai 
3  half 

104 

X 

X. 

bef. 
birth 

14 

4 

114 

Baker. 

Factory. 

10 

1 

4 

18 

Baker. 

Shirtmaker. 

14 

5 

X 

2  own 
3haK 

35 

R.     R.     rod     gang 
worker. 

Day's  work. 

18 

2 

2 

40 

Driver. 

None. 

9 

12 

5 

4 

44 

Factory  hand. 

Day's  work. 

1 

5 

64 

Farmer   (owoied 
small  fami). 

None. 

2 

2 

1 

108 

Farm  hand. 

Farm  hand. 

8 

X 

4  own 
(3) 

3own(2) 
1  step 

116 

Farm  laborer. 

None. 

1 

2 

128 

Travehng        sales- 
man. 

None. 

1  mo. 

5 

*Number  of  siblings  includes  those  dead;  the  number  not  Uving  is  repeated 
in  paranthese. 


APPENDIX 


317 


TABLE  75     (Continued) 
Vth-Grade  Group. 


Inmate's 

Inmate's 

Number 

1 

Father's 

Mother's 

Age  When 

Age  When 

Siblings 

a 

■a 
11 

.2 

o 

Occupation 

Occupation 

b 

03    U 

t.1     u 

to 

■S  .2 
fe  c 

Si5 

5  S 

Bros. 

sisters 

2 

Insane  last  20  yrs. 
Was  blacksmith. 

Day's  work. 

3(1) 

2 

9 

Millwright. 

Step;  carpenter. 

Practical   nurse   at 
home. 

X 

X 

2 

30 

Physician. 

None. 

9 

15:8 

1 

1  own 
Istep 

34 

Master  plumber. 

Silk  mill. 

5 

1 

36 

Laborer      in      gas 
house. 

None. 

3 

3 

1 

1 

39 

Farm  laborer. 

None. 

1 

11 

5 

3 

70 

R.  R.  engineer. 

X. 

10 

10 

74 

Painter. 

None. 

15 

2  m. 

X 

X 

82 

Carpenter;         me- 
chanic; farmer. 

None. 

14 

15 

5 

4(1) 

VIth-Grade  Groui 

'. 

3 

Marble  polisher. 

None. 

2 

3 

5 

Laborer. 

Cleans  offices. 

21:4 

1 

7 

X. 

X. 

X 

X 

2:6* 

1 

10 

X. 

X. 

3 

3 

13 

Carpenter  and  en- 
gineer. 

None. 

6 

4« 

21 

Gardener. 

Day's  work. 

11 

4(1) 

4 

25 

Builder. 

None. 

2 

28 

Farm  laborer. 

None. 

5 

2 

55 

Blacksmith. 
Step;  laborer. 

None. 

3 

5 

4:6 

57 

Tailor. 

Dyeing     establish- 
ment. 

2 

1 

63 

Works  for  Gas  Co. 

None. 

X 

1 

2 

76 

Mason. 

Day's  work. 

22 

5(1) 

5 

89 

Painter  and  decor- 
ator. 

None. 

5(2) 

3 

93 

Cabinet  maker. 

None. 

5 

6 

103 

None  (sick). 

Clothing  factory. 

1 

111 

R.  R.  laborer. 

None. 

5(1) 

7(1) 

318 


THE    MENTALITY    OF   THE    CRIMINAL    WOMAN 


TABLE  75     (Continued) 
VIIth-Grade  Group. 


Inmate's 

Inmate's 

Number 

s 

Father's 

Mother's 

Age  When 

Age  When 

Siblings 

s 

£3 

•a 

1— 1 

Occupation 

Occupation 

Ui 

1^ 

u    u> 

■ 

O 

l-o 

^       g 

2  :s 

Bros. 

Sisters 

6 

•^  .2 

re   "C 

§5 

1       » 

12 

Farm  laborer. 

None. 

16:4 

16 

1 

2 

14 

Bootblack. 

None. 

1 

2 

26 

Slater. 

Janitress. 

2 

2 

31 

Master  mechanic. 

Dressmaker. 

18 

18 

(1) 

1 

32 

Master  mechanic. 

Dressmaker. 

18 

18 

(1) 

1 

52 

Salesman. 

None. 

2 

3 

66 

In  freight  house. 

None. 

1 

1 

67 

Step;  laborer  in  jew- 
elry factory. 

X. 

X 

X 

4 

3 

69 

Stableman. 

None. 

3 

1 

71 

OwnX. 

Step;  actor. 

Actress. 

4 

12 

(1) 

1 

72 

Teamster. 

Day's  work. 

12 

X 

3 

3 

73 

Fireman. 

None. 

4 

5(2) 

94 

Steward     on     tow 
boat. 

None. 

6:7 

2 

2 

106 

Hotel  keeper. 

None. 

Sep. 

10 

11 

3 

109 

Plumber. 

None. 

2 

117  Telegraph  operator. 

Nurse. 

3 

2 

*  Foster  parent. 

*  Plus  five  miscarrigaes. 


VIIIth-Grade  Group. 

16 

Engineer  on  boats. 

None. 

17 

12 

16 

3 

5(1) 

23 

Bookkeeper. 

None. 

5 

22 

(2) 

(1) 

33 

Bootblack  parlor. 

None. 

7(2) 

6(1) 

45 

Machinist. 

None. 

3 

2 

78 

Quarryman. 

None. 

3 

6(1) 

83 

Plumber. 

Boarding  house. 

1 

1 

84 

Cook  on  boat. 

Restaurant  keeper. 

16 

2(1) 

4(1) 

90 

Carpenter. 

None. 

1 

(2) 

95 

Hotel  keeper. 

Housekeeper. 

Ihalf 

97 

Machinist. 

Housework. 

(2) 

1 

100 

Tailor. 

None. 

1 

125 

Stone  cutter. 

None. 

Sep. 
12 

8 

1 

2 

129 

Made  refrigerators. 

Saleswoman. 

1 

APPENDIX 


319 


TABLE  76. 
Below-Grade  Group. 


o 

2 

No.  of  Children 

5 

Nation- 
ality 

Years  In 
America 

Married 

Religion* 

Q 

6 

Leg. 

Illegitimate 

38 

American 

No 

P. 

65 

American 

No 

1 

P. 

122 

American 

No 

J. 

123 

American 

No 

C. 

124 

German 

9:1 

No 

c. 

8 

Polish 

20:1 

No 

c. 

22 

American 

No 

1 

p. 

51 

American 

Yes 

c. 

56 

American 

No 

1  (died  here) 

c. 

92 

American 

No 

p. 

101 

American 

Yes 

1  (died) 

c. 

112 

American 

Yes 

1  (died) 

c. 

127 

American 

No 

1 

c. 

24 

Italian 

14:1 

No 

1  miscarriage 

c. 

29 

American 

No 

c. 

42 

American 

No 

p. 

87 

American 

No 

X 

c. 

102 

American 

No 

1  (died) 

c. 

115 

American 

No 

1 

p. 

20 

Russian 

14:1 

Yes 

1(?) 

J. 

53 

American 

Yes 

p. 

81 

American 

Yes 

p. 

85 

American 

No 

c. 

91 

American 

No 

1  (died) 

c. 

104 

Polish 

6:2 

No 

c. 

114 

American 

No 

J. 

18 

Austrian 

8:1 

Yes 

1  (died) 

J. 

35 

American 

Yes 

2 

p. 

40 

American 

No 

c. 

44 

Italian 

12:3 

Yes 

2  (Both 
dead) 

c. 

64 

Canadian 

7:1 

Yes 

1  stiU  bom 

c. 

108 

German 

2:2t 

No 

p. 

116 

Austrian 

10:2 

Yes 

3 

c. 

128 

Austrian 

11:1 

No 

J. 

*  P  =  Protestant.     C  =  Catholic.     J  =  Jewish. 

tThis  girl  was  too  dull  even  to  understand  the  explanation  of  the  tests  in 
her  own  language  so  was  omitted  because  of  language  handicap. 


320 


THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 


TABLE  76     (Continued) 
Vth-Gbade  Group. 


V 

g 

No.  of  Children 

a 

Nation- 
ality 

Years  in 
America 

Married 

o 

Religion 

d 

Leg. 

Illegitimate 

^ 

2 

American 

No 

P. 

9 

Canadian 

20:2 

No 

C. 

30 

German 

20:2 

Yes 

C. 

34 

American 

No 

P. 

36 

American 

No 

C. 

39 

Irish 

5:4 

No 

1 

C. 

70 

American 

No 

1 

C. 

74 

American 

No 

X 

X 

P. 

82 

American 

Yes 

1  (died) 

C. 

VIth-Grade  Group. 


3 

American 

No 

C. 

5 

American 

Yes  (?) 

P. 

7 

American 

No 

1 

P. 

10 

American 

No 

P. 

13 

American 

No 

2 

P. 

21 

American 

No 

C. 

25 

American 

No 

1  miscarriage 

P. 

28 

American 

X 

X 

C. 

55 

American 

Yes 

1 

p. 

57 

American 

Yes 

J. 

63 

American 

No 

p. 

76 

American 

Yes 

2 

2  (one  dead) 

p. 

89 

American 

Yes 

J. 

93 

American 

No 

p. 

103 

American 

No 

J. 

HI 

American 

Yes 

2 

c. 

APPENDIX 


321 


TABLE  76     (Continued) 
VIIth  Grade  Group. 


1 

a 

No.  of  Children 

c 

Nation- 
ality 

Years  in 
America 

Married 

s 

Religion 

d 

Leg. 

Illegitimate 

12 

American 

No 

1 

P. 

14 

American 

No 

C. 

26 

Scotch 

6:6 

No 

1  (miscarriage) 

P. 

31 

American 

No 

2  (one      died; 
one    prema- 
ture birth) 

P. 

32 

American 

No 

P. 

52 

American 

Yes 

1 

C. 

66 

American 

No 

C. 

67 

American 

Yes 

1 

c. 

69 

American 

No 

p. 

71 

American 

No 

p. 

72 

American 

No 

c. 

73 

American 

Yes 

c. 

94 

American 

No 

p. 

106 

American 

No 

p. 

109 

American 

No 

1  bom  dead 

c. 

117 

American 

Yes 

1 

c. 

VIIIth-Grade  Group. 


16 

American 

Yes 

C. 

23 

American 

Yes 

2 

2 

P. 

33 

American 

Yes 

1  stiU 
bom 

c. 

45 

American 

No 

p. 

78 

Swedish 

15:1 

No 

p. 

83 

American 

No 

c. 

84 

American 

No 

1  miscarriage 

p. 

90 

American 

No 

p. 

95 

American 

No 

1 

p. 

97 

American 

Yes 

1  miscar- 

p. 

100 

American 

Yes 

1  dead 

p. 

125 

American 

No 

c. 

-129 

American 

Yes 

c. 

322  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

Chart  A.* 

Previous  Health 

No.  Affected 

1.  Scarlet  Fever 14 

2.  Measles 51 

3.  Smallpox 2 

4.  Diphtheria 12 

5.  Pneumonia 10 

6.  Typhoid  Fever 8 

7.  Tonsilitis 10 

8.  Whooping  Cough 15 

9.  Eheumatism 5 

10.  Chorea 3 

11.  Convulsions  or  Paintings 13 

12.  Migraine 5 

13.  Headaches 10 

14.  Enuresis 3 

15.  Abscess 5 

16.  Septic  Infection 1 

17.  Cervical  Glands 0 

18.  Tubercular  and  Bone  disease 1 

19.  Epistaxis 1 

20.  Ear  disease 7 

21.  Eye  disease 7 

22.  Eczema 2 

23.  Malaria 1 

24.  Jaundice 1 

25.  Vertigo.     Tabes  Dorsalis 0 

26.  Injuries — Serious 5 

27.  Suicide — Attempted 0 

28.  Surgical  Operations 17 

29.  Laparotomv 3 

30.  Syphihs...! 3 

31.  Gonorrhoea 7 

32.  Pregnancy 36 

33.  Miscarriage 8 

(  Absinthe    'J 

34.  AlcohoUc       fekey        1^ 

'  Wine,  Gin  J 

35.  Opium 4 

36.  Cocaine 1 

37.  Tobacco 10 

38.  Tea 11 

39.  Coffee 11 

Present  Physical  Findings. 
Posture- A^tdrition. 

40.  Posture  bad 7 

41.  Nutrition  \  t\  Excellent  condition 13 

(  (b)  Mai  nutrition 4 

42.  Obesity 5 

*  Of  the  100  subjects  to  whom  the  tests  of  the  Bureau  of  Vocational  Guid- 
ance were  given  26  were  not  given  the  special  Physical  Examination  whose 
results  are  tabulated  in  this  and  the  following  chart.  These  subjects  omitted 
are  2,  3,  4,  5,  6,  7,  8,  9,  10,  12,  13,  14,  16,  18,  19,  20,  21,  22,  23,  24,  25,  26, 
29,  32,  39,  and  129. 


APPENDIX  323 


Orthopoedic. 

43.  Spinal  Curvature 9 

44.  Flat  Foot 12 

45.  Bowlegs 3 

46.  Pigeon  Breast 2 

47.  Prognathism 2 

48.  Abdominal  Ptosis 9 

Stigmatae  of  Degeneracy. 

49.  Facial  Asymmetry 11 

-n    T?        f    (^)   Differing  in  color 3 

ou.  l^ye  ^    ^^-^  Asymmetrical 1 

(a)  Lobes  attached 17 

^1     Far        (^^  Tubercle 3 

bl.  h.&r    ^    ^^^   Asymmetrical 2 

(  (d)  Large  or  Long 5 

52.  High  Palate 9 

53.  Tattoo 5 

54.  Bites  Nails 18 

55.  Thick  Lips 2 

56.  Deformed  Toes 1 

57.  Deformed  Thumbs 2 

58.  Ptosis  of  Eye  Lid 1 

59.  Forehead  Low 4 

60.  Mongohan  Type 1 

Cutaneous. 

61.  Naevus 4 

62.  Moles 6 

63.  Spots  or  Macules 7 

64.  Eruptions — Papular 5 

65.  Eczema  Capitis 1 

66.  Acne  Vulgaris 10 

67.  Vaso-motor 3 

68.  Freckles 6 

69.  Warts 1 

70.  Ulcers 0 

71.  New  Growths 0 

72.  Nails — Deformed 1 

73.  Sallow 8 

74.  Scars — Non-surgical 25 

Glandular. 

75.  Thyroid 5 

76.  Cervical 

Enlarged 17 

Senile 2 

Teeth. 

78.  Spots  on  Enamel 2 

79.  Poor 21 

80.  False 0 

81.  Deformed 25 

(a)  Irregular 10 

(b)  Long  or  Large 10 

(c)  Hutchinson 1 

(d)  Furrowed 1 

(e)  Crowded  or  Impacted 6 

82.  Pyorrhoea 1 


77. 


Mammary   )  Yy^. 


324  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

Mouth  and  Throat. 

83.  Tongue— Coated 17 

84    TnTi«;ik   i    ^^^  Enlarged 34 

«4.   Jonsils   ^    (jj^  ^j^gg^^ 20 

85.  Adenoides 2 

86.  Chronic  Nasal  Catarrh 1 

87.  Nasal  Obstruction 11 

Lungs. 

88.  Suspicious.     Tb 4 

89.  Asthmatic  Dyspnoea 1 

Heart. 

90.  Mitral  Disease 3 

91.  Pulmonary  Valve  Disease 1 

92.  Hypertrophy — Simple 3 

93.  Tricuspid  Mui-mur 1 

94.  Tachycardia 32 

95.  Bradycardia 8 

96.  Arrhythmia 5 

97.  Varicose  Veins 0 

98.  Anaemia 0 

99.  Vaso-motor — Skin 0 

Intestines 

100.  Hemorrhoids 6 

101.  Constipation 10 

Sense  Organs 

<  (a)  Very  poor 7 

102.  Vision  \    (b)  Poor. 15 

(c)   Astigmatic 21 


103.  Hearing 


{ 


(a)  Dull 12 

(b)  Very  dull 3 

104    Strabismus?  I    ^^^   Divergent 2 

1U4.  btrabismus  |  ^^^  Convergent 3 

Genilo-Urinary  Findings. 

105.  Deformity  of  Clitoris 7 

106.  Hypertrophy  of  Labia 20 

107.  Urethral  Caruncle 2 

108.  Unruptured  Hymen 4 

109.  Undeveloped — ^Infantile 5 

110.  Deformed — Double  Vagina 0 

111.  Lacerated  Cervix  or  Perineum  or  both 16 

(a)  Lacerated  Perineum 12 

(b)  Lacerated  Cervix 10 

112.  Displaced  Uterus 14 

(a)  Antiflexion 3 

(b)  Prolapse 8 

(c)  Retroversion 6 

113.  Fibroma  Uteri 2 

114.  Salpingo-vophoritis 1 

115.  Amenorrhoea 10 

116.  Dysmenorrhoea 4 

117.  Irregular  Menses 3 

118.  Nocturnal  Enuresis 1 


APPENDIX  325 

119.  Pehnc  organs  absent 1 

120.  Cystocele  or  Rectocele 5 

(a)  Cystocele 5 

(b)  Rectocele 2 

Nervous  System. 

121.  Reflexes — Abnormal 11 

(a)  Pupils 1 

(b)  Knees 9 

(c)  Babinski 1 

122.  Tremors 8 

123.  Epilepsy 7 

124.  Chorea 2 

125.  Speech  Defect 2 

126.  Nystagmus 1 


127.  SyphiUs 


128.  Gonorrhoea 


P.  Positive  reaction 31 

N.  Negative  reaction 39 

D.  Doubtful  reaction 2 

X.  Not  tested 2 

f  P.  Positive  reaction 38 

N.  Negative  reaction 14 

D.  Doubtful  reaction 20 

X.  Not  tested 2 


CHART  B. 

Present  Health  and  Present  Physical  Findings.  * 
Subject 
28  —11,  12,  28,  31,  32(1),  74,  75,  77(a),  81a,  84a,  100,  123?,  127P,  128P. 

30  —2,  9,  21,  28,  36,  73,  74,  79,  84b,  102a(right),  102b(left),  104divergent, 

127P,  128P. 

31  —2,  8,  32(2),  34,  51a,  69,  79,  81a,  84a,  94(96),  Ilia,  127N,  128P. 

33  —1,  2,  4,  31,  32(1),  34,  37,  51b,  54,  76,  84b,  101,  102b,  106,  127P,  128P. 

34  —2,  4,  7,  11,  30,  34,  42,  48,  81e,  84a,  102b,  102c,  103a,  117,  121b,  127P, 

128P. 

35  —28,  32(2),  42,  43,  48,  51d,  54,  74,  79,  81b,  93,  94(84),  106,  lllab,  121b, 

123  127P  128P 

36  —2,  4,  5,  32(1),  33(1),  49,  51a,  51d,  59,  68,  72,  75,  78,  79,  84a,  101,  105, 

109,  127N,  128P. 
37*— 2,  28,  32(3),  33(1),  37,  41b,  62,  68,  74,  78,  84b,  lllab,  112b,  127P, 

128P. 
38  —2,  7,  8,  43,  44,  46,  51b,  57,  66,  77b,  84a,  94(84),  102c,  105,  108,  109, 

127P,  128N. 
40  —2,  4,  15,  34,  54,  74,  76,  77a,  81a,  94(100),  102c,  127P,  128P. 
42  —2,  41b,  62,  66,  74,  77a,  81b,  83,  84a,  105,  109,  125,  127N,  128N. 

44  —2,  32(2),  50a,  84a,  94(88),  106,  127P,  128D. 

45  —21,  54,  S3,  84a,  94(84),  103a,  107,  127P,  128P. 
48*— 1,  2,  32(1),  68,  102c,  Ilia,  112b,  127P,  128P. 

50*— 1,  7,  29,  30,  32(2),  33(2),  62,  63,  74,  77a,  83,  84a,  94(96),  103a,  109, 
112c,  127P,  128D. 

51  —2,  5,  34,  37,  66,  79,  80,  84a,  88,  94(88),  96,  100,  112c,  122,  127P,  128P. 

52  —2,  32(1),  34,  42,  79,  80,  83,  84a,  94(130),  102c,  122,  127P,  128N. 

53  —1,  2,  4,  11,  20,  28,  SJ,,  37,  53,  74,  77a,  79,  83,  89,  94(108),  102c,  106, 

112bc,  121a,  122,  123,  127P,  128P. 


326  THE    MENTALITY    OF    THE    CRIMINAL    WOMAN 

55  —2,  6,  28,  32(1),  38,  39,  41b,  49,  58,  83,  84b,  102c,  103b,  111b,  120a, 

127N,  128P. 

56  —1,  2,  8,  11,  20.  32(2),  38,  39,  44,  54,  74,  75,  77a,  79,  81a,  84b,  87,  102b, 

103b,  104divergent,  123?,  127N,  128N. 

57  —2,  13,  21,  26,  34,  37,  38,  41b,  51a,  51c,  77a,  102b,  102c,  127P,  128N. 
58*— 32(2),  38,  39,  40,  43,  66,  87,  94(88),  102c,  106,  lllab,  112b,  115,  127N, 

128D. 

63  —1,  2,  4,  13,  20,  28,  31,  34,  38,  39,  41b,  49,  51d,  54,  59,  75,  84b,  95(68), 

103a,  117,  127N,  128N. 

64  —2,  6,  12,  28,  32(1),  37,  38,  39,  48,  66,  79,  81a,  102b,  102c,  106,  lllab, 

115,  120ab,  127P,  128D. 

65  —2,  4,  5,  6,  7,  8,  17,  32(1),  41b,  48,  51a,  51c,  62,  77a,  84a,  94(98),  102a, 

102c,  106,  Ilia,  112b,  127N,  128D. 

66  —2,  16,  39,  43,  45,  46,  48,  74,  75,  79,  81e,  84b,  94(84),  112c.  127N,  128P. 

67  —2,  8,  20,  26,  28,  29,  32(2),  33(1),  38,   49,  50b,  79,  92,  94(88),  103b, 

lllab,  121b,  122,  127N,  128P. 

69  —1,  6,  8,  10,  12,  52,  59,  63,  81a,  81c,  83,  94(100),  101,  102b,  102c,  103a, 

106,  121b,  127N,  128D. 

70  —1,  2,  3,  4,  6,  7,  11,  13,  28,  32(1),  44,  51a,  52,  54,  59,  73,  74,  77b,  80, 

84b,  94(84),  102b,  120,  121a,  123,  127N,  128P. 

71  —1,  2,  9,  13,  20,  48,  73,  77a,  84a,  94(88),  116,  117,  127N,  128N. 

72  —13,  38,  41b,  44,  51a,  54,  84a,  102c,  105,  107,  108,  127N,  128N. 

73  —1,  28,  35morphine,  41a,  45,  49,  61,  88,  94(105),  115,  127P,  128P. 

74  —2,  9,  11,  24,  28,  32(2),  33(1),  44,  48,  53,  54,  79,  81a,  87,  90,  94(84), 

106,  111b,  127P,  128P. 
76  —2,  4,  5,  32(5),  41b,  68,  79,  84a,  94(96),  127X,  128X. 
78  —2,  43,  53,  73,  94(82),  127X,  128X. 

81  —6,  51a,  54,  67,  77a,  101,  106,  127N,  128P. 

82  —1,  2,  5,  6,  11,  32(1),  41b,  51a,  63,  66,  68,  74,  84a,  95(68),  102b,  102c, 

127N,  128P. 

83  —2,  19,  20,  64,  68,  84b,  90,  92,  103a,  112b,  127N,  128P. 

84  —2,  6,  7,  22,  32(1),  41a,  52,  73,  74,  81a,  81e,  95(68),  127N,  128N. 

85  —1,  9,  34,  41b,  44,  66,  74,  100,  101,  112ab,  118,  127N,  128P. 
86*— 29,  32(1),  60,  61,  62,  74,  76,  84a,  87,  100,  115,  119,  127P,  128P. 
87  —4,  5,  31,  41b,  74,  84a,  94(84),  101,  103a,  115,  127P,  128P. 

89  —1.  2,  13,  14,  74,  77a,  84a,  106,  127N,  128D. 

90  —2,  14,  40,  76,  83,  84a,  88,  127P,  128N. 

91  —32(1),  42,  74,  77a,  84b,  102b,  102c,  113,  121b,  127P,  128P. 

92  —2,  5,  26,  40,  44,  51a,  77a,  84a,  102b,  102c,  105,  116,  127N,  128D. 

93  —15,  28,  39,  41a,  49,  52,  79,  81a,  84a,  85,  100,  102c,  103a,  112bc,  127P, 

128P. 

94  —2,  5,  8,  12,  20,  21,  34,  39,  41b,  44,  50a,  77a,  84a,  87,  94(88),  102c,  103a, 

109,  123,  127N,  128P. 

95  —2,  5,  7,  22,  32(1),  38,  39,  48,  52,  64,  65,  81b,  84a,  85,  94(84),  102a, 

102c,  106,  111b,  120ab,  127N,  128D. 
96*— 2,  15,  49,  64,  79,  84a,  101,  105,  106,  112a,  113,  116,  127P,  128P. 
97  —2,  7,  13,  32(1),  33(1),  81e,  84b,  87,  102a,  103a,  105,   106,   123,  125, 

127N,  128P. 

100  —2,  7,  8,  11,  32(1),  33(1),  34,  35heroine  and  morphine,  37,  49,  81a,  Sle, 

83,  87,  96,  101,  111b,  112c,  115,  120a,  121b,  122,  123,  127N,  128N. 

101  —2,  3,  8,  15,  28,  30,  31,  32(1),  33(1),  37,  39,  40,  47,  52,  54,  56,  63,  74, 

79,  81c,  87,  102a,  103a,  104convergent,  106,  112a,  127D,  128P. 

102  —2,  8,  9,  11,  13,  15,  32(1),  34,  37,  38,   54,  74,  84b,  95(68),  lUb,  127N, 

128P. 

103  —13,  39,  41b,  67,  77a,  84b,  94(88),  101,  102b,  127N,  128N. 

104  —34,  66,  77,  84a,  102b,  122,  127N,  128D. 
106  —2,  5,  51a,  54,  83,  94(120),  106,  127N,  128D. 


APPENDIX  327 

lOS  —66,  73,  74,  84a,  95(64),  127N,  128P. 

109  —2,  8,  32(1),  43,  47,  51a,  52,  79,  81b,  83,  84a,  96,  106,  121bc,  122,  127P, 
128D. 

111  —2,  7,  8,  32(2),  34,  43,  49,  74,  76,  79,  83,  84a,  94(96),  100,  106,  115, 

127N,  128D. 

112  —2,  10,  32(1),  Somorphine,  40,  48,  51b,  55,  62,  63,  76,  81b,  84b,  86,  90, 

94(84),  102b,  102c,  115,  124,  127P,  128P. 
113*— 2,  44,  74,  77a,  84b,  94(92),  127N,  128D. 

114  —2,  11,  12,  14,  21,  31,  41a,  51d,  52,  53,  79,  81b,  84a,  87,  88,  94(84), 

101,  102a,  116,  124?,  126,  127N,  128D. 

115  —2,  8,  11,  32(1),  40,  45,  49,  52,  54,  67,  76,  81b,  83,  84a,  91?,  92,  102a, 

104convergent,  11  lab,  123,  127P,  128P. 

116  —32(2),  43,  51a,  54,  73,  81b,  83,  84b,  95(68),  106,  Ilia,  115,  127N,  128D. 

117  —2,  '8,  11,  21,  28,  32(1),  35heroine,  79,  83,  84b,  96,  102c,  103a,  106, 

Ilia,  127P,  12SP. 
118*— 32(1),  44,  63,  83,  84a,  94(88),  115,  127N,  128N. 
119*— 13,  40,  44,  49,  51a,  74,  81b,  84b,  108,  127N,  128D. 

122  —1,  2,  4,  43,  51a,  61,  76,  83,  84a,  95(68),  102b,  121b,  123,  127N,  128N. 

123  —8,  23,  38,  51a,  54,  104convergent,  106,  108,  127N,  128D. 

124  —21,  26,  34,  51a,  54,  63,  73,  74,  95(52),  114,  127N,  128D. 

125  —10,  26,  28,  37,  53,  54,  61,  64,  81e,  84b,  87,  96,  124,  127N,  128P. 

127  —2,  4,  11,  28,  32(1),  50a,  57,  64,  82,  83,  84a,  94(96),  121a,  127P,  128P. 

128  —2,  31,  42,  44,  51a,  51b,  55,  66,  79,  81d,  84b,  87,  127D,  12SD. 


*  The  subjects  starred  are  those  who  were  not  included  among  the  Bed- 
ford 88  because  of  language  handicap.  The  other  65  are  those  of  the  Bed- 
ford 88  to  whom  special  phj-sical  examination  was  given.  Following  the 
niimber  of  the  subject  are  the  diseases  attributed  to  her,  hsted  by  the  numbers 
given  in  Chart  A.  For  instance,  to  interpret  the  record  of  subject  28,  by 
turning  to  Chart  A  11  is  found  to  be  convulsions  or  fainting,  12  to  be  migraine, 
28  to  be  surgical  operations,  31  gonorrhoea,  32  (1)  one  pregnancy,  74  scars — 
non-surgical.  The  itaUcized  numbers  indicate  excessive  use  of  the  drug  or 
stimulant  indicated. 


INDEX 


Age,  at  commitment  to  Bedford, 
228,  245;  at  death  of  father  or 
mother,  228,  216  flf.;  at  first  sex- 
oflfense,  243;  at  first  going  to  work, 
11,  288-291;  at  leaving  school, 
228,  231  f.;  288  f.;  311-315;  at 
leaving  school,  correlated  with 
card  sorting  index  and,  with  ac- 
curacy in  opposites  test,  252;  at 
remarriage  of  mother  or  of  father, 
228,  216  ff.;  average,  17;  Binet, 
see  Binet-Simon  tests;  by  grade, 
252 

Anthropometric  measurements,  253; 
see  Height,  Weight,  Grip 

Arrests,  number  of,  243 

Auditory  acuity,  21 

Ayres,  L.  P.,  45,  160  f. 

Bagley,  W.  C,  257 

Below-grade  group,  see  Definitions 

Bimodal  distribution,  134,  250 

Binet-Simon  tests,  comparison  with 
Woolley  tests,  9,  159;  discussion 
of,  3  ff.;  memory  span,  261;  mental 
ages  of,  201 ;  Bedford  inmates,  161 ; 
see  Code,  Cross  line  tests  A  and 
B,  Directions  tests,  Memory,  Op- 
posites, Reading,  Time-Telhng, 
and  Handwriting  tests 

Bogardus,  E.  S.,  255 

Bureau  of  the  Department  of  Health 
of  New  York  City,  15 

Bureau  of  Vocational  Guidance, 
connection  of,  with  Cincinnati 
public  schools,  6;  director  of,  6; 
norms  of,  6,  10,  13;  purpose  of,  6  f.; 
social,  industrial  and  medical  his- 
tories of,  7,  228  f. 

Burglary,  third  degree,  See  Offenses 
committed  for 


Cancellation  tests,  21,  33f.,  43,  87-95, 
advantage  of  small  "a"  and  num- 
bers for  cancellation,  87;  correla- 
tion with  school  grade,  93;  correla- 
tion '^'.dth  native  intelligence  and 
reformability,  93  t.;  likeness  to 
factory  inspection  jobs,  93  f.; 
siunmary  of,  256-259,  270;  sup- 
plementary foiTQ,  94 

Card  sorting  test,  21,  32  f.,  43,  81-87, 
summary  of,  256-259,  270;  ad- 
vantage of  three  trials,  87;  clinical 
value  of,  87;  correlation  with 
native  intelligence,  87;  correlation 
with  school  grade,  86;  efficiency 
in,  256  f.;  relation  to  physical 
maturity,  85 

Catholic,  per  cent,  of,  13,  16  f. 

Character,  283 

Chicago  Normal  College,  ability  to 
follow  hard  directions,  195  f.; 
adidt  standard  cross  Une  tests  A 
and  B,  206,  208;  reading  test  per- 
centiles,  169  f. 

Child  Study  Department  of  the 
Chicago  Pubhc  Schools,  norms 
for  height,  56  f.;  weight,  60  f., 
grip,  65 

Children,  number  of  illegitimate, 
243,  319  ff.;  number  legitimate, 
319  ff. 

Common  factors,  280 

Common  prostitute,  see  Offenses 
committed  for 

Communication,  possibihty  of  in 
tests,  20 

Completion  of  sentences  test,  21, 
40  ff.,  44,  127-141,  summary  of, 
264  ff.,  270;  index  of  ideas,  137, 
264  f.;  nimiber  of  ideas,  137  ff., 
264;    number   out   of    13    correct. 


328 


INDEX 


329 


134  f.,  264;  number  with  an  as- 
sociation time  of  2  sec.  and  less, 
140  f.,  265;  speed  in  formulation 
of  ideas,  265 

Construction  tests  A  and  B,  21,  51  ff., 
214-221;  clinical  value  of,  219  f.; 
correlation  with  native  intelligence, 
220;  correlation  with  rank  in  easy 
opposites  test,  220;  percentiles 
for  Grade  and  Below-grade  group, 
217;  time  limits  for  test  B,  218 

Correlation,  formulae  of,  25;  age 
with  index  of  card  sorting,  252; 
age  with  accuracy  in  opposites 
test,  252;  easy  opposites  with 
construction  tests  A  and  B,  220; 
easy  opposites  with  accuracy  of 
following  easy  directions,  183;  op- 
posites and  handwriting,  166;  op- 
posites test,  time  with  accuracy 
for  those  who  needed  no  help  in 
reading  or  writing,  145;  mirror- 
drawing  test,  time,  errors,  and 
precision,  226  f.;  native  inteUi- 
gence,  with  cancellation  test,  93; 
native  intelligence  with  card  sort- 
ing index,  87,  257;  native  intelli- 
gence and  construction  tests  A 
and  B,  220;  native  intelligence 
and  cross  line  tests  A  and  B,  209; 
native  intelhgence  and  easy  direc- 
tions test,  183;  native  intelligence 
and  hard  directions  test,  199; 
native  intelligence  and  memory, 
102,  262;  native  intelligence  and 
opposites  test,  153  f.,  166,  266  f., 
267;  native  intelligence  and  rate 
of  reading,  171;  native  intelli- 
gence and  substitution  test,  123, 
263;  native  intelligence  and  hand- 
writing at  entrance,  165,  166 

Cross  hue  test  A  and  B  and  Code, 
21,  49  f.,  202-213;  clinical  value 
of,  210;  correlation  with  native 
intelligence,  209;  distribution  of 
Binet  201  compared  with  distribu- 


tion of  Bedford  88,  207;  distribution 
of  various  mental  ages,  208,  213 
Curves,    bimodality    of,    134,    250; 
general  arrangement  of,  24 

Davis,  Katharine  B.,  1,  16,  17,  282 

Definitions,  of  curves,  24;  of  groups, 
23;  of  index  score,  26;  of  reform- 
ability,  3;  of  standard  method,  8 

Directions  tests,  21,  47  ff.,  172-200; 
comparison  of  Binet  and  other 
groups,  178;  correlation  with  other 
tests,  see  Correlations;  groups  to 
whom  given,  177;  index  easy 
form,  179  f.;  methods  of  several 
groups  contrasted,  197;  percen- 
tiles for  Normal  School  students 
hard  directions  test,  197;  relation 
between  rate  and  accuracy,  hard 
directions,  195  f . ;  relative  difficulty 
of  the  several  hard  directions,  198 
ff.;  relative  difficulty  of  the  20 
easy  directions,  182-187;  Weiden- 
sall  verbal  directions,  174  f. 

Disorderly  conduct  or  person,  see 
Offenses  committed  for 

Disorderly  house,  see  Offenses  com- 
mitted for 

Disposing  of  cocaine,  see  Offenses 
committed  for 

Domestic  Servants,  8 

Drunkard,  habitual,  see  Offenses 
committed  for 

Educational  significance  of  tests, 
280;  methods  of  Reformatory 
school,  282 

Emotional  stability,  225,  283,  284 

Endangering  health  of  minor,  See 
Offenses  committed  for 

Epileptics,  see  Mirror-drawing  test 

Factory,  accidents,  254  f.,  jobs,  225; 

sunilarity  of  tests,  256 
Fatigue,  254  f. 
Fernald,  Grace  M.,  203 


330 


THE  MENTALITY  OF  THE  CRIMINAL  WOMAN 


Fernald,  Mabel  R.,  206 
Fischer,   Charlotte  R.,   8,    129,    142, 
149 

Foreign  born,  elimination  of,  15;  per 
cent,  of,  16 

General  methods,  18 

Grade  group,  see  Definitions;  num- 
ber working  children  in  each,  22 

Goddard,  H.  H.,  161,  167 

Gonorrhoea,  15;  blood  tests  for,  247 

Grip,  strength  of,  21,  28,  61-65, 
summary,  253  f. 

Guibord,  Alberta  S.,  15 

Handwriting,  character  and  faciUty 
of,  21,  45;  correlated  with  native 
intelligence,  165  f.;  correlated  with 
opposites  test,  166;  faciUty  of 
different  grade  groups,  164  f. ; 
legibihty  of  measured  by  Ayres' 
scale,  164;  Quality  of  measm-ed  by 
Thorndike's  scale,  162  ff.;  legi- 
bihty of  and  Binet  age,  163; 
rapidity  of,  161 

Healy.  W.  H.,  159,  202,  203,  207, 
208,  210,  214,  216,  219 

Height,  measurement  of,  21,  27,  54- 
58,  summary  of,  253,  254 

Homes,  character  of,  235  f. 

House  of  Good  Shepherd,  17 

Index,  definition  of.  See  Definitions; 
Chnical  value  of  index  of  substi- 
tution, 110;  Clinical  value  of  index 
of  directions  tests,  179  f.;  Clinical 
value  of  index  of  ideas,  132  f.; 
Substitution  test  and  rate  of 
learning,  110 

Individual  and  work-histories,  232 
f.;  236  f.;  292  f.;  See  work-record 

Institutional  records,  criminal,  228, 
311-315;  non-criminal,  228,  311- 
315 


Jastrow,  J.,  87 

Jewish,  per  cent,  of,  16  f.;  supervi- 
sion of  parole  of  Jewish  inmates. 
14 

Juvenile  Psychopathic  Institute  of 
Chicago,  159,  202 

Larceny,  grand,  petit,  and  second 
degree,  See  Offenses  committed 
for 

Law-abiding  women,  250,  270;  abil- 
ity to  follow  directions,  196;  mir- 
ror-drawing test,  222 

Learning  tests,  clinical  value  of 
substitution  test,  110  f.,  260;  de- 
sirabihty  of  concrete  forms,  19, 
122,  262,  281  f.;  initial  effort  and 
final  result,  280  ff.;  mirror-drawing 
test,  224 

Marriage,  229,  319  ff. 
Materials,  See  Method 
Median  scores,  summary  of,  271-277 
Memory  tests,  21,  34  ff.,  43,  96-107, 
summary  of,  259-264,  270;  Binet 
series,  259,  261;  correlation  with 
native  intelligence,  102;  correla- 
tion with  grade,  101  f. ;  span,  34  f., 
104 
Mental  functions  measured,  278 
Methods  and  Materials,  advantage 
of,  9;  general  procedure,  18  ff.; 
for  cancellation  test,  88  ff.;  for 
card  sorting  test,  81  f.;  for  com- 
pletion of  sentences,  127-130;  for 
code,  204  f.;  for  construction  tests 
A  and  B,  214  ff.;  for  cross  Une  test 
A,  203  ff.;  for  cross  line  test  B, 
204;  for  directions  tests,  easy 
form,  175  f.,  187;  for  directions 
test,  hard  form,  191-195;  for 
direction  test,  verbal  form,  173  f.; 
for  facility  and  character  of  hand- 
writing, 160  f.;  for  measuring 
height,  54;  for  measuring  grip,  61 
f.;  for  measuring  steadiness  of 
hand,  66  f.;  for  measuring  weight, 


INDEX 


331 


58;  for  memory  test,  97  ff.;  for 
mirror-drawing  test,  222,  224;  for 
opposites  test,  142-149;  for  rapid- 
ity and  character  of  reading,  166 
f.;  for  rapidity  of  movement,  70; 
for  substitution  test,  107-111;  for 
time-telling  test,  201 

Mirror-drawing,  test  of,  222-227; 
clinical  value  of,  225  f.;  corres- 
pondence of  scores  with  outlook 
for  reformation,  223;  correlation 
between  errors,  time  and  preci- 
sion, 226  f.;  differences  in  method 
of  several  groups,  224;  epileptics, 
procedure  of,  225;  first  and  fifth 
stars  contrasted,  223  f. 

Movement,  rapidity  of,  see  Tapping 
test 

Murphy,  Ida  J.,  153 

Nationality,  See  Foreign  born,  227, 
319-321 

Native  intelligence,  determination 
of,  153  f.;  165  f.;  relation  of 
motive  tests  to,  257 

New  York  Foundation,  1,  4 

Normal  mentality,  per  cent,  of  Bed- 
ford inmates  who  have,  259  f., 
274 

Occupation  of  inmate's  father,  316 
ff. ;  of  imnate's  mother,  316  ff. 

Offenses  committed  for,  228,  311- 
315;  distribution  of,  244  f.;  fre- 
quency of  different  crimes,  244; 
when  committed,  see  Age;  early 
sex-offense,  248  f. 

Opposites  test,  21,  42,  44,  142-158, 
summary,  266  f.,  270;  cUnical 
value  of,  158;  correlation  of  ac- 
curacy and  time  of  response,  145, 
152  f.;  correlation  with  easy-direc- 
tions test,  183;  correlation  with 
Healy's  construction  tests  A  and 
B,  221;  correlation  with  merit  in 
handwriting,  166;  correlation  with 


native  intelligence,  153  f.;  relative 
abiUty  to  read  and  write,  145; 
responses  at  various  Binet  ages, 
146  f.;  value  of  20  words  of  Hst  in 
difficulty,  155  ff.,  267 

Parole,  as  index  to  value  of  tests,  13 
flf.;  officers  of,  13  f. 

Percentiles,  definition  of,  24  f.; 
groups  for  which  determined,  23, 
See,  Index  of  Tables 

Physical  history  of  inmates,  228, 
247  f.,  322-329 

Problem,  statement  of,  1,  18 

Prostitution,  foreign  women,  238; 
marriage  and,  247;  convicted  for, 
244,  311-315;  see  Age  and  Com- 
mon prostitute 

Protestant,  per  cent,  of,  16  f . 

Puzzle-box  test,  21 

Reading  test,  21,  46,  166-173;  at 
different  Binet  ages,  171;  compre- 
hension of  text,  178  f.;  correlation 
with  native  intelUgence,  171;  rate 
of,  and  school  grade,  170  f.;  recall 
of  passage  read,  171  f.;  See  Method 
and  materials 

Record,  original,  25 

Reformation,  hope  of,  284  f. 

Religious  affihations,  16,  229,  319  f. 

Retarded  working  children,  per  cent, 
of,  10 

Saleswomen,  262 

School,  grade  completed,  228-234, 
288  f.;  record  of  working  children, 
11;  reason  for  leaving,  232  ff.;  re- 
tardation of  Bedford  88,  165,  251; 
special  classes,  233f.,  282f. 

Schmitt,  Clara,  159,  207,  208,  217, 
219 

Self-government,  see  Honor  Cottage 

Sentence,  see  Completion  of  sen- 
tences test 

Sex-offense,  See  Offense 


332 


THE    MENTALITY    OF   THE    CMMINAL   WOMAN 


Simpson,  B.  R.,  257,  260 

Smedley,  F.  W.,  56  ff.,  60  f.,  61  f., 
65,  254 

Standard  method,  See  Definitions 

Steadiness  of  hand,  21,  29,  66-70, 
Summary,  254  f. 

Substitution  test,  Woodworth  and 
Wells  form,  123-127;  WooUey 
fonn,  21,  36-40,  44,  107-123, 
summary,  262  ff.;  accuracy  and 
time  of  learning.  111;  clinical 
value  of  index.  See  Index;  correla- 
tion with  native  intelligence,  123 

Tapping  test,  21,  30  ff.,  70-80,  sum- 
mary, 253  f. 

Terman,  L.  W.,  257 

Thomdike,  E.  L.,  25,  45,  160,  162, 
163 

Time-telling,  abihty,  201  f.,  per  cent, 
at  each  Binet  age,  202 

Vagrancy,  See  Offenses  committed  for 
Verbal    directions    test.    See    Direc- 
tions tests 
Vincent,  S.  B.,  197 
Visual  acuity,  21 
Vital  capacity,  21 


Wage,  See  Work-record 

Weidensall,  Jean,  255,  See  Verbal 
directions  test 

Weight,  21,  27,  58-61,  253,  254 

Whipple,  G.  M.,  21,  58,  66,  70,87, 
89,  96,  127,  142,  222 

Woodworth  and  Wells,  21,  47  f.,  94 
f.,  127,  148,  173,  175,  178  f.,  182, 
183,  192,  195,  196 

WooUey,  Helen  T.,  6,  8,  9,  10,  15, 
18,  22,  23,  61,  74,  81,  87,  101,  109, 
110,  125,  130,  142,  143,  152,  210, 
234,  260,  269 

Working  Certificate  Office,  see  Bur- 
eau of  Vocational  Guidance 

Work-record,  age  begun.  See  Age; 
chief  occupations  of  inmates,  8; 
contrasted  with  College  Maids, 
246  f.;  history  of,  242,  292-310; 
number  of  jobs,  11,  228,  238  ff., 
288-291;  reason  for  leaving,  11, 
228,  241  f.,  228-291;  record  of 
Bureau  of  Vocational  Guidance, 
10;  time  employed,  11,  228,  240  f., 
288-291;  wage,  228,  240  f.,  288- 
291 


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